MAPS! Everything You Need To Know and MORE!!!!!: Unit Lesson On Maps-Second Grade Laura Price

MAPS!
Everything you need to know and

MORE!!!!!
Unit Lesson on Maps- Second Grade

Laura Price
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Table of Contents
Introduction……………………………………………………………………………. 3
Three Focus Students……………………………………………………………….. 4
Objectives and Standards…………………………………………………………... 6
Vocabulary Terminology…………………………………………………………….10
Literature used in this unit…………………………………………………………. 11
Poem…………………………………………………………………………………….12
Direct Instruction Lesson……………………………………………………………13
Concept Attainment Lesson ………………………………………………………. 26
Generalization Lesson………………………………………………………………. 36
Inquiry Lesson ……………………………………………………………………….. 44
Academic Vocabulary, Handwriting, and Spelling Lesson ………………….. 50
Listening and Talking Lesson …………………………………………………….. 59
Writing for Information Lesson …………………………………………………… 65
Professional Reflection …………………………………………………………….. 72
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Introduction
Throughout this lesson students will understand how to demonstrate learned map skills
by describing the absolute and relative locations of people, places, and environments.
Students will be able to locate on a simple letter-number grid system the specific
locations and geographic features in their neighborhood or community. Students will be
able to identify the essential elements of a map: title, legend, directional indicator,
scale, and date.
Using strategies such as modeling, t-charts, and graphics organizers, students will be
able to distinguish and identify certain aspects of maps and their importance. I have
also included many technological aspects throughout this unit for students to get a
different perspective and avenue of learning. Students will be engaged in all activities
and have the chance to collaborate with their peers, table groups, and partners of their
choice to complete and master activities associated with this unit. In additional to
instructional strategies, I have made it a goal to give my students detailed instructions,
positive expectations, and clarification of associated terminology so my students fully
understand and grasp what is expected of them.
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Student List with Three Focus Students
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
16 Boys 11 on free lunch, low 2 high average, 6 low 13 Hispanic, 2 1 Speech needs
Provide a general SES average, 8 on level African, 1 Caucasian 5 English Learners
description in the
boxes to the right.
15 Girls 13 on free lunch, 1 high average, 7 12 Hispanic, 3 1 Academic needs

Provide a general low SES low average, 7 on African 5 English Learners
description in the level
boxes to the right.
EL Focus Student: Low SES status, Low to average Hispanic Parent:
Student “A” family is split, reading level. Has Homework is an
Spends majority of trouble focusing on issue because
time with text and reading parent works late
grandparents directions. hours.
Grandparent:
Problems at home
which creates
trouble with take
home school work
and homework.
Teacher: Is shy
from volunteering in
classroom
discussion.
Special Needs Low SES status, Low to average. Hispanic Previous Teacher:
Focus Student lives with single Has trouble with Has problems
Student “B” parent. speech, attends reading in class.
speech therapy Parent: Has
twice weekly. concern over
daughters ability to
read text during
homework
Current Teacher:
Needs correcting
when speaking in
class and gets
stuck on text when
reading aloud.
Advanced learner Average, Lives with Strong Caucasian Parent: Student
Focus Student both parents communication loves doing
Student “C” skills, reading is homework and
above average, and reading.
critical thinking Previous Teacher:
skills are above Student needs
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grade level. challenging work to
keep him focused
and on task.
Current Teacher:
Student is engaged
in material and is
excelling above
grade level in
reading and overall
academics.
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Objectives and Standards
Direct Instruction Lesson Plan:
Objective: After the lesson on learning how to navigate through a map and the relevance of using a map,
students in grade 2 will identify, list, and summarize information about maps by writing 10 facts both orally and
in writing with accuracy. Students will be able to recognize a map, will be able to locate places on a map, and
define a map as a picture of a place.
Standards:
Social Studies Standard
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places,
and environments.
2.1.1 Locate on a simple letter-number grid system the specific locations and geographic features of their
neighborhood or community (e.g., map of the classroom, the school).
CCSS ELA Standard
Reading-1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr.,St.).
Reading Comprehension- 2.7 Interpret information from diagrams, charts, and graphs.
Writing Strategies<Research>- 1.3 Understand the purposes of various reference materials (e.g.,
dictionary, thesaurus, atlas).
CCSS ELD Standard
A.1 Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
A.2 Interacting with others in written English on various communicative forms (print, communicative,
technology, and multimedia).
C.12 Selecting and applying carried and precise vocabulary and language structures to effectively convey
ideas.
Concept Attainment Lesson:
Objective:
After the lesson on the concept of Maps students in grade 2 will be able to state both orally and in writing the
correct definition of Maps
Standards:
Hist. Social Science Standard
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and
environments.
CCSS ELA Standard
Reading 1.4- Recognize common abbreviations.
Reading Comprehension 2.7- Interpret information from diagrams, charts, and graphs.
ELD Standard(s)
o Emerging- Students will exchange information and ideas, contribute to conversations and express
ideas by asking and answering questions.
o Expanding – Students will exchange information and ideas, contribute to class and group discussions,
listening attentively, asking relevant questions, and add relevant information.
o Bridging – Students will exchange information and ideas by contributing to class and group discussion,
listening attentively, adding pertinent information, building on responses, and providing useful feedback.
Generalization Lesson Plan:
Objective:
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Students will be able to identify and come to a generalization that “most” maps include a legend/or key.
Students will learn that picture symbols can be used to show where places and locations are. Students will
learn the definition of a map legend and how to identify certain symbols. Students can be assessed by identify
and locate certain locations on a map, using a legend/key
Standards:
 Hist. Social Science Standard
(State Bloom’s Level on the Taxonomy in Bold Type)
environments.
2.1.1 Located on a simple letter-number grid system the specific locations and geographic features of their
neighborhood or community (ex; map of classroom, school)
CCSS ELA Standard

Reading 1.4 Recognize common abbreviations
Reading Comprehension 2.7 Interpret information from diagrams, charts, and graphs.
Writing Strategies 1.3 Understand the purposes of various reference materials.
CCSS ELD Standard
A.1 Exchanging information and ideas with others through oral collaborative conversations on a range of social
and academic topics.
A.2 Interacting with others in written English on various communicative forms.
ideas.
Inquiry Lesson
Objective:
Students will be able to write out abbreviations and places on the map they create. Students will be able to
create a map with the appropriate abbreviations for important places.
Standards:
environments.
A.1 Exchanging information and ideas with other through oral collaborative conversations on a range of social
A.2 Interacting with other in written English in various communicative forms.
C.10 Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.
Academic Vocabulary, Handwriting and Spelling Lesson
Objective:
Students will write a letter to their elbow partner what a map is and why they are important, what symbols
mean, and why it is important to have a legend/key on a map. They will use the terminology and map
references that have been taught in the previous units. Students in grade two will use vocabulary and
knowledge learned from the previous lesson to write a letter to their classmate explaining the importance of
maps. Students will use the correct letter format and proper grammar, spelling, and punctuation.
Standards:
ELA:
Academic:
2.2 Demonstrate map skills by describing the absolute and relative locations of people, places, and
environments.
Writing:
1.2 Create readable documents with legible handwriting.
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2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.
Written/Oral: (Grammar)
Grammar-1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and
speaking.
Punctuation- 1.4 Use commas in the greeting and closure of a letter with dates and items in a series.
Spelling- 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.
ELD:
Productive
ideas.
Expanding and Enriching Ideas

B.3 Using verbs and verb phrases
B.4 Using noun and noun phrases
Connecting and Condensing Ideas

C.6 Connecting Ideas
Listening/Talking Lesson:
Objectives:
Students will be able to read a text, write out facts pertaining to their reading, and collaborate with one another.
Students will be able to comprehend the text and share important information with one another.
Standards:
2.2 Students demonstrate map skills by describing the absolute and relative location of people, places, and
environments.
ELA:
2.0 Reading Comprehension. Students read and understand grade- level appropriate material.
2.5 Restate facts and details in the text to clarify and organize ideas.
Listening and speaking
1. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
Speaking and listening
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
b. build on others’ talk in conversation by linking their comments to the remarks of others.
2. Recount or describe ideas or details from a text read aloud or information presenting orally or through other
media.
ELD:
A.1 Exchanging information and ideas with other through oral collaborative conversations on a range of social
A.2 Interacting with other in written English in various communicative forms.
B.5 Listening actively to spoken English in a range of social and academic contexts.
B.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
C.10 Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.
Writing for Information Lesson:
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Objective:
Students will be able to compose a paragraph using the step-up to writing methods including the information
they have learned about maps throughout the unit. Students in grade two will be able to create a readable
document where they have pieced together a complete paragraph, using capitalization, proper nouns, and
focusing on the main ideas of the topic.
Standards:
ELA:
Sentence Structure
1.2 Recognize and use the correct word order in written sentences.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of each sentences and greetings, months, and days of
the week, and titles and initials of people.
Writing
1.1 Group related ideas and maintain a consistent focus.
ELD:
Productive
ideas.
Expanding and Enriching Ideas

B.3 Using verb and verb phrases
Connecting and Condensing Ideas

C.6 Connecting Ideas
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Vocabulary Terminology Used throughout the Unit
Maps- a drawing or picture showing selected features of an area (as the surface of the
earth or the moon or a section of the brain) and usually drawn to a given scale
Legend- an explanatory list of the symbols on a map or chart
City- a place in which people live that is larger or more important than a town
State- a politically organized body of people usually occupying a definite territory
United States- geographical name; country North America bordering on Atlantic,

Pacific, & Arctic oceans & including Hawaii; capital, Washington
World- the earth and all the people and things upon it
Symbols- a letter, character, or sign used instead of a word or group of words <the
sign + is the symbol for addition>
Continent- one of the great divisions of land (as North America, South America,
Europe, Asia, Africa, Australia, or Antarctica) on the globe
Road - an open way for vehicles, persons, and animals
Street- a public way especially in a city, town, or village usually including sidewalks
and being wider than an alley or lane; a part of a street reserved for vehicles
River- a natural stream of water larger than a brook or creek
Mountain- an elevation higher than a hill
Lake- a large inland body of standing water
Boundary- something that points out or shows a limit or end :dividing line
Ocean- the whole body of salt water that covers nearly three fourths of the surface of
the earth
Trails- a path marked to show a route
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Literature Used Throughout the Unit
SWEENEY, JOAN. ME ON THE MAP. DRAGONFLY, 2018.
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Poetry Page
I wish could drive on Pacific Coast Highway.

I wish I could swim in the Colorado River.
I wish I could climb Mount Whitney.
I wish I was the California’s capital.
I wish I could fly over the Pacific Ocean.
I wish I could visit Yosemite National Park.
I wish I was the United States.
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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC – Laura Price
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
What are Maps?
Direct Instruction Lesson Plan
1. MATERIALS/PREPLANNING (5 points)
 Materials - List all of the materials you will need for teaching this lesson.
K-W-L poster paper
Me on the Map, by Joan Sweeney
Maps (city, state, United States, world)
Map of My worksheet (take home as homework)
Legends worksheet
Paper, pencils, markers
Powerpoint
Padlet
Chromebooks
 Vocabulary - List key vocabulary terms needed for this lesson

Maps
Legend
City
State
United States
World
Symbols
 Literature - List supporting literature or reading materials
Me on the Map, by Joan Sweeney
2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the end
of the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on learning how to navigate through a map and the relevance of using a map, students in grade
2 will identify, list, and summarize information about maps by writing 10 facts both orally and in writing with
accuracy.
 The Objective should be one complete sentence with the ABCD Components.
Students will be able to recognize a map, will be able to locate places on a map, and define a map as a picture of
a place.
 State the objective in behavioral terms, as follows:

 A=Audience,
 B=Behavior,
 C=Conditions,
 D=Degree of accuracy needed to achieve the objective.

 State the cognitive taxonomy level (Bloom’s)
Knowledge; knowledge of terminology, knowledge of specific details and elements, knowledge of classifications
and categories.
DOK level 3 or 4; Students analyze maps and decode information, students reach level 4 by re-creating their own
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maps, putting all the elements learned together (synthesizing).
 List the standards met by this objective.

 Social Studies Standard
environments.
2.1.1 Locate on a simple letter-number grid system the specific locations and geographic features of their
neighborhood or community (e.g., map of the classroom, the school).
 CCSS ELA Standard
Reading-1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr.,St.).
Reading Comprehension- 2.7 Interpret information from diagrams, charts, and graphs.
Writing Strategies<Research>- 1.3 Understand the purposes of various reference materials (e.g., dictionary,
thesaurus, atlas).
 CCSS ELD Standard
A.1 Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
A.2 Interacting with others in written English on various communicative forms (print, communicative,
technology, and multimedia).
ideas.
 College and Career Readiness Anchor Standard CCSS
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)
Students will summarize information by listing ten facts about (topic of study).
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and using the appropriate
academic vocabulary (for the topic) both orally and in writing.
10 facts:
1) Maps use legends to find places.
2) Symbols are used to represent where places are.
3) Maps help us navigate where to go.
4) Maps show us where streets are located.
5) Maps show us where certain states are.
6) Maps show us were countries are located.
7) Maps show us where continents are located.
8) Maps show us where mountains are.
9) Maps show us where roads and rivers are.
10) We can map almost anything, our bedroom, home, classroom, and school.
Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about the
topic of ____Maps_______.
Language Function Statement: edTPA - The content and language focus of the learning task is represented by the
active verbs within the learning outcomes.
Ask yourself: What main communication language function do students need to use to communicate their
understanding of this content?
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Use - Student uses language to:
Students will summarize their learning about maps. And they will be able to understand the advantages of using
maps and how it helps us navigate and locate places and things.
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Academic vocabulary/symbols: Student will need to define and identify certain vocabulary words and symbols
associated with maps and using them.
Syntax: Students will list ten facts about maps on the K-W-L sheet and in their journals.
Discourse: Students will list facts on the K-W-L poster and students will also be asked to draw a map of their
bedroom in their journals.
3. ASSESSMENT STRATEGY (10 points)

 The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do
when the objective is accomplished?
Students will be able to be assessed after learning about maps and their importance. Students will be able to
access a legend and use it properly within navigating a map.
 Describe clearly how you would assess student performance in this lesson.
Assessing students’ performance in this lesson will be assessed by knowledge of certain symbols on a legend
and being able to identify where they are located on the map. Students will also be able to identify different maps
(ex; city, state, world).
 Label your method of assessment as authentic, formal, or informal and the type of assessment tool used.
Students will be given a worksheet. They will also be asked to create a map flip book using the information they
have learned throughout the unit. (THE FLIPBOOK WILL BE COMPLETED IN A LATER LESSON)
 Clearly state where/how this assessment will be kept (portfolio, grade book)
Assessment will be kept in the grade book as one of their social studies tests.
 Students will be assessed from their journal entries. The following rubric will be used to grade their work. They
will also be assessed on their completed flipbook (RUBRIC FOR FLIPBOOK TO FOLLOW IN UPCOMING LESSON)
Excellent Satisfactory Poor

Student displays understanding of Student displays understanding of Student shows difficulty in
the concept and their stated the concept, but definition could be understanding the concept and
definition supports their clearer. their definition does not support it.
understanding.
4. LESSON OPENING/PURPOSE (5 points)
 Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students know WHY you
are spending time with this lesson.
The purpose of this lesson will help students navigate through maps and understand where certain cities, states,
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and countries are located. Students will benefit from using a legend to help identify mountains, roads, rivers,
lakes, etc.,
 State the purpose of the objective to students in a way that students will know what they will learn and WHY it is
important.
The purpose of this lesson will help students navigate through maps and understand where certain cities, states,
and countries are located. Students will benefit from using a legend to help identify mountains, roads, rivers,
lakes, etc.,
 Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
Three ELL students and two IEP students.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
 Describe what you will do to increase motivation for learning. Begin by doing something to get the students’
interest hooked into what you are about to teach. Ask leading questions.
Ask students if they have ever used a map or have seen one. I will give them a Padlet link and ask the students to
write their experiences with maps, this way students can see other student’s responses. After students are
finished writing their short response, we will go over some answers together as a class. I have selected using
Padlet, because it gives students the freedom to participate as a class without being called on or having to speak
in front of their peers. This gives students who tend to be shy a chance to share their answers with the class. I
also like the idea of the whole class being able to see visually all their peer’s responses.
 Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
 Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
Provide Rationale for why you selected this strategy and link to this particular group of students.
The reason I have chosen to use the Padlet app to guide whole class instruction and discussion is so
students can all participate without feeling pressured to answer questions in front of the class. This
gives students the freedom to participate with the class without being called upon. Students who are
fearful of sharing the wrong answer, will not feel intimidated or pressured with the use of the Padlet
app.
 LESSON BODY:
 Ask students to take out their Chromebooks and open their google browser.
https://docs.google.com/presentation/d/1kmBf54NJam-t9ENy8gtjROophu-ekSDFbiJ1f3wYrlE/edit?usp=sharing
 Ask students to click on the Padlet link.
 https://padlet.com/laura_ball4/9t5tdku2ucm9
 Ask students to look on the board at the Googleslides presentation. Ask students to follow the directions on the
powerpoint.
 Record what students know about maps in the first column. Record what they would like to learn in the middle column
of the K-W-L chart on the front board.
 Ask students to open joinpd.com
 Go over the googleslides as a class.
 Show students the front cover to Me on the Map.
 Ask students to share a prediction of what they believe the story will be about.
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 After student predictions, ask the class to make personal connections to the text as you read the story aloud.
 Read Me on the Map aloud.
 During the read aloud, ask students to share any personal connections they have made so far.
 Record what students have learned so far about maps.
 Keep the KWL chart displayed for future use.
 POST STANDARDS
 Post Standards in front of room where students can easily see them.
 Draw student attention to standards.
 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on___Maps___, you (students) will list ten facts about _____ Maps _____ with accuracy (both orally
and in writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.
It is important to link prior knowledge of students understanding of maps, so they can relate and talk
about maps. By using a K-W-L chart, students can visually see what is already known about maps and
they can share their knowledge and experiences with their peers. Checking for background knowledge
also gives students the confidence they need to show excitement in learning about maps. Students
can share with other students who may not know much about maps and inform them of their
knowledge or experiences using maps.
 Ask the students to brainstorm what they already know about___Maps_______. Place this information in the K (or
What We Know) column of the chart. Have them think about what they saw in the video to help them get started if
needed.
 Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
 Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
K (What we know) W (What we want to learn) L (What we learned)

Maps can be used when driving What else can maps be used
for?
Maps help you find something What do the symbols means?
Maps have symbols How to use a map
Maps are colorful What is a legend?
Maps help people
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 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
Explain how your strategy incorporates EL student’s background.
Using technology and visual aids will help EL students to visually see and engage in the material
being taught. Also, by activating prior knowledge through padlet, peardeck, and using the K-W-L chart,
students are being reinforced with the information being learned.
 Go over vocabulary words

 Use Google slides to show definitions and pictures associated with the vocabulary words.
 Check for understanding by going over vocabulary words and asking students is they have any questions.
 Check for understanding and prior knowledge by using the Peardeck activity (see attached google slides
powerpoint)
 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Using visuals such as writing facts on the board about maps and giving students visuals to model what
their journal entries should look like, will give students a better understanding of what is expected of them
in this lesson.
Teach summarizing strategy: (select how you wish to teach this strategy. Ideas below. No need to use all.)
 Write the facts about ____Maps_________ on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
 They will illustrate a map of their bedroom in their journal entry.
 Show the students a copy of what the page should look like. Refer to page 3 in the Me on the Map book.
 An example of the how the finished product in the student journal should look will be available to the students.
 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
By using technology like Googleslides, students and EL learners can visually see the meanings of certain
vocabulary words. They can then associate the meaning of a word to a visual image. Also, by using the app
Peardeck, students can participate with the class without having to raise their hands or speak in class, this gives
EL students some confidence and they can also participate without feeling embarrassed or scared. Padlet is
another app that allows EL students to gain a better understanding of the lesson being taught, they can also
participate with their peers as well.
 Using Googleslides will help students visually see vocabulary terms and pictures to get a better understanding of
maps and what they look like.
 Using Peardeck let’s students participate and activate prior knowledge.
 Padlet, helps students who are not comfortable with speaking in class a chance to participate.
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
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 Ask several of the students to repeat the instructions they have been given.
 Continue to check for understanding of the facts related to ________Maps______________ through use of
questioning strategies both during and after the task is completed.
 GUIDED PRACTICE STRATEGY
 The teacher will check for accuracy while students are working on assignment and provide written and oral
feedback.
 Students will share their facts with their table groups.
 Check each student’s work and edit as necessary before the students make their final copy.
 Be sure to check for spelling, punctuation, capitalization and sentence structure.
 Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
 Ask students to share what they learned in today’s lesson by completing the L column on the KWL chart. This is where we
will incorporate the 10 facts about maps. As a class we will complete column L with 5 facts. Students will then be asked to
write 5 more facts in their journals on their own.
10 facts:
1) Maps use legends to find places.
2) Symbols are used to represent where places are.
3) Maps help us navigate where to go.
4) Maps show us where streets are located.
5) Maps show us where certain states are.
6) Maps show us were countries are located.
7) Maps show us where continents are located.
8) Maps show us where mountains are.
9) Maps show us where roads and rivers are.
10) We can map almost anything, our bedroom, home, classroom, and school.
Learning facts about______Maps____________.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
How to use maps
What a legend means

What certain symbols
represent
Different types of maps
 Ask the students if anyone has anything to add about where they have learned about ___Maps_________.
 Remind the students about key elements of the facts they have listed and what they now have learned.
 Tell students they will have an opportunity to construct their own map.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
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I have asked the students to write in their journals independently to assess their knowledge of the
lesson that was taught. Before, the students were working together to come up with 5 facts. This is
now their turn to show me what they have learned independently. I have assigned journal writing to
also assess their grammar. I am also asking them to draw a picture of their room or a room in their
house for practice on an upcoming activity (flipbook) that we will be completing in class. I feel that by
asking them to start thinking about an upcoming activity will activate more productivity when it comes
to completing the future assignment.
 Assign the students the project writing 5 more facts for their journal. They will also be asked to draw a map of their
bedroom, refer back to page 3 of Me on the Map book for an example.
Students will be assigned to create a map of their own at home. They can either map their room, their home, their
neighborhood, their school, or their city. Later during the week, they will need to create a small legend with FIVE
symbols representing certain things on their map. Students need to make their maps colorful and easy to read.
Students will be asked to share their maps with their table groups.
Students will be assessed on the information they have written in their journals. The following rubric will be
used:

understanding.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

three students and the adaptations for each student in the three areas in chart below.
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
20
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window card to isolate text
Student with speech issues.  Students need speech clarification when reading the book,
enforcements and examples will be given when we read the book
Student with visual issues.
as a class.
 Students will be using their own Chromebooks, which will allow
students who struggle to see the board to have a visual in front of
them. I will also have this student sit in the front when we do our
read aloud, so they can see the pictures clearly.
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
For all El learners-- 2  Powerpoint, to help ELL’s visually see what we are learning.
 Go over in detail vocabulary words and offer visual aids.
 Seeing what students prior knowledge is.
 Using pictures to represent vocabulary words.
Student is having trouble connecting  Asking students to engage in prior knowledge as we read the text
the material learned to everyday life. and address the topic of maps. (Using the SDAIE strategy of
cluster/webbing/mapping by using the K-W-L chart) For this
Students struggle to remember student who is having trouble connecting material and
vocabulary associated with the understanding it, it will be useful for them to visually see a chart
lesson being taught. and refer back to what is being taught.
 Give students a printed copy of the powerpoint slides so they can
Students lack the ability to stay refer back to the vocabulary words. (Using SDAIE strategy of
focused and follow instructions, not Vocabulary Cards, but instead they will be given a copy of the
able to fully understand the power point to refer back to) For this student who is having
instructions of an assignment and trouble remembering what certain vocab terms mean, having a
what is expected of them. readily available sheet to refer back to can be helpful in
understanding terms within the lesson.
 Students will be working at their table groups, which will allow
them to collaborate together and get the necessary added help
from their peers. (Using SDAIE strategy of Co-op Co-op by having
students seated in a group setting to allow collaboration and
teamwork) For this student, students can be encouraged by
others in their table to work together to finish the lesson and
work on in class activities.
21
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 2 Leveled text, targeted guided reading, ongoing reading assessment
(e.g., running records, miscue, conferencing)
 We will be using an interactive Padlet app, so students with

problems participating in class can participate without feeling
El Students anxious.
 Students that have trouble with word recognition will be able to
get clarification and help within their table groups. I have
assigned the seating to allow more advanced students to help aid
those who need extra help.
10. ATTACHED STUDENT WORK: See notebook for student/class work.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized
because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit
manner. Scaffolding was used in writing facts on the board in order to guide the students in writing their facts
using complete sentences. As a class we used the K-W-L strategy to help students activate prior knowledge
and to reach a goal of what students want to learn and what they have learned throughout the lesson. At the
end of the lesson, we will come back to the K-W-L chart to fill out the last column. Students will list facts they
have learned throughout the lesson. Students will also be asked to take their learned information and apply it,
by making maps of their own and using legends to show important places. Students will demonstrate their map
skills with mapping certain familiar places and progressing to bigger aerial maps. Students will be asked to
create a flip book throughout the weeks lesson using information they have learned, they will draw and label
using vocabulary words from the visual power point. With the knowledge of mapping terminology students will
be able to draw specific details and elements within their flip book.
Structure of Knowledge
22
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
I used direction instruction for this standard because students will be going home and drawing/mapping
Appling out their rooms, they will be applying the knowledge and understanding of maps and making one of
their own.
I used direction instruction for this standard because students will be sharing with the class their
Understanding experiences in using maps, what they mean and represent, and be able to collaboratively work with their
table groups to make sure understanding is concrete.
Students will be applying their knowledge from the previous lesson and using to help them create a map
Remembering
of their own.
Instructional Preparation Reflection Checklist
23
Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Background o Modeling- pictures of o Whole group- o EL – vocabulary will be
Knowledge- maps on the powerpoint students will work explained in further
Students will be and visual aids will be with their table detail and they will
asked to activate present. groups, to involve have a visual aid to
their prior o Guided Practice- collaborative thinking help them understand
knowledge about students will be and teamwork. the terms, they will
maps and use the collaboratively working also be given a list of
previous concept together to understand vocab terms to refer
lesson to further how to use maps back to if needed.
their learning and
understanding of
maps.
o Links to past
learning- Students
will be asked when
they have used
maps
o E-resources-
students be using an
interactive padlet
and powerpoint
Integration of Processes Application Assessment Objective

o Reading – students o Hands on – students will o Rubric- students will o Linked to Standard –
will be participating be given the chance to be assessed by sharing 5 concrete
in a whole class read interact with the class looking at their facts in their journal as
aloud. through the padlet app. written work in their well with their class
o Speaking- students o Engaging- students will journals, making sure when finishing up the
will be sharing their be interacting with the they share 5 concrete K-W-L worksheet.
experiences and app, whole group facts about maps o Integrated with
understanding of discussion, and with Language Arts-
maps and their their table groups. students will be
purpose. writing in their
o Listening- students journals complete
will be listening to sentences of 5 facts.
the book as it is o Age Appropriate-
being read. students will be asked
o Viewing- students to go home and map
will be able to follow their room, making it
along with the colorful.
powerpoint.
o Vocabulary- vocab
will be clearly
explained and
visuals on the power
point will help
students further
understand the term.
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Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
Students need to be reminded of what a map is and make sure that students are staying on task when they
are mapping out their room, make sure students are getting too detailed in what they are including on the
map of their room. This needs to be checked the following day when they come into class with their
homework.
o Vocabulary clarification
Go over vocabulary associated with maps to make students are getting a understanding of what the terms
mean. Have the students tell the class what maps are, allow the students to give several examples to check
for understanding.
CONCEPT ATTAINMENT LESSON PLAN FORM Laura Price
25
California Baptist University School of Education
Help! I’m lost!

Learning what a Map is
Note: Clarity and ease of locating each lesson is what is needed.
2. MATERIALS/PREPLANNING (5 points)
 Materials must include examples and non examples of the concept being taught.
Power point (examples and non examples)
Paper
Pencils
Chromebooks
Projector
Whiteboard
Dry Erase Markers
 Vocabulary – List key vocabulary terms

Map
2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of Maps students in grade 2 will be able to state both orally and in writing the
correct definition of Maps.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Based on how the students respond to the lesson, I will need to take into consideration the frustration that may
occur when students do not fully understand the concept. Or, if students are frustrated, I need to adjust the
lesson, so they feel confident in their learning. I need to assess if they have reached an understanding of the
concept by going through the power point lecture slowly, making sure the lesson is relatable, understandable,
and they are retaining the knowledge they are being taught.

environments.
 State Bloom’s Level on the Taxonomy in Bold Type
Remember and understand of the cognitive domain, students will understand the concept of a map and its
sole purpose. Students will remember the important aspects of maps, come up with examples, and duplicate
a map of their own from their own understanding of maps.
Reading 1.4- Recognize common abbreviations.
Reading Comprehension 2.7- Interpret information from diagrams, charts, and graphs.
 ELD Standard(s)
o Emerging- Students will exchange information and ideas, contribute to conversations and express ideas
by asking and answering questions.
o Expanding – Students will exchange information and ideas, contribute to class and group discussions,
listening attentively, asking relevant questions, and add relevant information.
o Bridging – Students will exchange information and ideas by contributing to class and group discussion,
listening attentively, adding pertinent information, building on responses, and providing useful feedback.
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Language Function Statement: edTPA
What main communication language function do students need to use to communicate their understanding of this content?
Use: Student uses language to: (see Toolkit samples)
Analyzing (Academic Language Function 6)

Students can identify relationships and patterns in maps. They can examine, break down, determine and find the certain elements
pertaining to the map and what it is showing. “ We can interpret _____ as….”
Essential Literacy Strategy

Anticipation Guide- using the power point will be the guide to help students activate prior knowledge as well as learning and
engaging in new material. The power point of slides will act as the list of statements for the topic being presented, pictures of
maps that are true, incorrect, or common misconceptions.
Additional Language Demands in each area:
Academic vocabulary/symbols: Vocabulary words will be displayed on the power point as well as visuals.
Syntax: Analyzing
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Power point will be used to present the concept of maps.
3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment
Formal Assessment:
This lesson will be assessed the following day when they come into class and write in their student journals.
Students will need to write their own definition for the concept of Maps and provide two examples of what a map
is.
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of Maps while they
are working together in their table groups.
Rubric that will be used when grading their journal entries:

understanding.
Excellent examples used to show Good examples, needs more clarity Examples shown do not represent
understanding of the concept the understanding of the concept.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
Connect the use of the classroom location in response to where the front office is located. “If I am sitting in my
chair in our classroom, please explain the steps to get me to the front office”
As a class we will collaboratively work together to get ourselves to the front office from our classroom. This will
give the students a sense of what maps are used for. This will activate their prior knowledge and get them excited
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for the lesson ahead.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about Maps. It is important to understand Maps because they are a key
component in helping us navigate where to go.
 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
I am using a power point to go through the examples, non-examples, and mixed examples. This will
give the students the chance to visually see the examples as well as hearing other responses. Doing a
whole class discussion will also allow for questions and extra discussion on the concept.
I will be introducing the students to the power point, asking the students to look forward, keeping their hands to
themselves and to participate respectfully.
We will be going through the power point as a class sharing what maps are.
Before we begin, we will work together as a class and figure out how to navigate from the classroom to the front
office, we will write the steps and draw it on the whiteboard as a class.
I will slowly go over the definition of a map and ask the students if they can give me some examples or have seen
maps before in the past (activating prior knowledge).
We will go through the examples of what a map is, what a map is not, and the mixed examples (please see the
steps below).
After the power point slide, I will ask the students to work together in their table groups to come up with their
own definition and an example to share with the class.
Once we have gone over each tables example and definition, we will gather together at the reading rug.
We will talk about the lesson and bring it to closure, I will hand out 3x5 notecards to each student, asking them to
write maps on one side and then their own definition on the other side.
Each student will bring this notecard with them when they go home and observe a layout of one room in their
house.
As homework, students will need to write in their journals: what the definition of a map is and provide two new
examples, this will be assessed the following day with the attached rubric.
Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
We will be looking at the different types of maps, after we look at them, we should be able to state both orally and
in writing the correct definition of Maps.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of Maps.
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According to the dictionary a map means:
A maps basic purpose is to show where things are. Maps may show visible features, such as rivers and
lakes, forests, buildings, and roads. They may also show things that cannot be seen, such as boundaries and
temperatures. Most maps are drawn on a flat.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 –6 ) examples of the new concept.
 This is a Map. It is a Map because it shows the different states, their boundaries, and where they are
located.
 This is also a map because it shows the different parts of the brain and their location.
 This is also a map because it shows where the different earthquake fault lines are located and the
elevation of a particular area.
 This is also a map because it shows the different results of an experiment, it is showing us
information from a conducted experiment.
 This is also a map because it is a layout of ideas, showing results, and leads us to an ending point.
Step Three - Non-examples:
Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
 This is not a map. It is not a specific area that has boundaries and does not gives us information
or help us navigate where to go.
 This is not a map. It does not have labeled areas, even though it does have some separation
between the food, it does not show us any information.
 This is not a map. It is not a specific area, even though it is a road, which are located on maps, it
does not show us where to go or provide us with any information.
 This is not a map. It is not a specific area, even though it is a river, which are located on maps, it
does not show us where to go or provide us with any useful information.
 This is not a map. It is not a specific area, even though it is a mountain, which are located on
maps, it does not show us where to go or provide us with any information.
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them, so students can clearly understand the concept.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.
 Here is a layout of a home. Is this an example of a map? It is because it is showing us the location of
certain rooms within the house and its boundaries.
 Is this a Map? It is because it is showing us the location of human body parts and labels where they are.
29
 Is this a Map? It is not because it shows us different colors where it might represent something but does
not give us enough information.
 Is this a Map? It is because it shows us where seats are located at the stadium.
 Is this a Map? It is because it shows us where each yard is located on the football field, where the center
of the field is, and where the end zones are.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non-examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
You could say: (Word this part according to the group you are addressing)
Boys and girls, in your table groups, write down on a piece of paper a definition of what maps are. Be sure
you state the definition and give several good examples and state why they are good examples. This is your
chance to collaborate with your group and come up with a good definition and example. I would like one
complete sentence for your definition and then one example. We will be sharing these in class. I will give the
table with the most accurate definition $100 (we are using the fake money incentive in our classroom as
rewards).
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to own this concept. You are the experts, so your task is to find more examples.
You could look in the books I have gathered in our classroom library or on the internet. There are also some
examples of Maps within our classroom. Use your expertise to locate some more examples of Maps. Please
come up with at least 4 examples per group. We will be sharing them in about 5 minutes.
Step Seven – Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening- Recognizing language associated with maps and correlating the learned vocabulary to the lesson.
Speaking- Contributing to conversations and express ideas by asking and answering yes, no questions.
Reading
Writing- Describing what a definition of a map is on their exit ticket.
ELD Expanding Response to learning:
Listening – Applying the understanding of maps and what a map is to overall comprehension.
30
Speaking
Reading
Writing- Students collaborate with one another to identify important aspects of the lesson.
ELD Bridging Response to learning:
Listening – Understanding and comprehending the main ideas of what a map is.
Speaking- Collaborating with peers on their understanding of what a map is.
Reading
Writing- Writing two facts on their exit ticket of what a map is or a definition of what a map is in their terms. This
solidifies comprehension and understanding of the concept.
7.CLOSURE (5 points)
 Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
 Provide something like the following dialogue:
Boys and girls lets gather at the reading carpet and go over what we have learned today. The title of this lesson was
“Help, I’m lost,” Taking the information we have studied today about maps, how can maps help us when we are lost? Let’s
practice what we have learned about maps and discuss how they help us. Who would like to begin?
Student A: “Maps help us find out where we need to go” We can follow directions and paths to find a place we want to go
to”
Student B: “Maps can show us where locations are, such as where the different parts of the human body are located at”
Student C: “Maps show us where boundaries are”
Student D: “Maps help us when we are driving and tell us where to go”
Very good boys and girls, it looks like we are all understanding what a map is and how we use them. Let’s turn to our
elbow partner and share one more time what a map is.
Tomorrow, we will be learning more about maps and how to use them! Please look around your home, your living room, or
bedroom and play close attention to where things are located, we will be using this information tomorrow.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.
I am assigning the students to go home and survey a room in their house to draw a personal
connection and understanding of the concept of a map. They will have their notecard handy to remind
them of what they are looking for. This is getting their minds activated for the next lesson we will be
doing in class.
 Here is a 3x5 card, please write the word Maps on one side and on the other side please write in your own
words what the definition of a Map is. Take this notecard home with you and pay attention to a room in your
home where you could use this concept of a Map. Be prepared to come to class tomorrow to share your ideas
and experiences.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
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Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – W/Few Provide the student with an extra set of vocabulary words, more generalized vocabulary
Words words that we will be using in the lesson, such as earthquake, brain, state, etc., This will
give the student more foundation and knowledge of what is being taught, making the
students feel more comfortable with the material being learned. As mentioned in the
edTPA, a possible learning segment at a later time may be necessary for the student to
learn and retain all information being taught.
Student with low Provide the student with audio files to vocabulary words being taught within the lesson,
reading ability although this lesson consists of teaching a concept rather than asking them to read. For
the following lesson, an audio version of the book Me on the Map, will be helpful in
helping the students understand the material.
Student with Provide student with the tools to help their table group members who have not finished
advanced literacy their work. Collaboration between students allows for further thinking and growing.
skills/other
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Main Idea Maps Teaches students to generate Helps students Students can master the
a graphic organizer containing understand and pin-point main ideas pertaining to a
the main ideas of expository the main idea in their topic b visually seeing in a
passage. reading or on a concept. graphic organizer or main
idea map.
2. Prior Knowledge: Through a series of guided Linking prior knowledge Students can relate to
Activating the questions, the teacher helps increases a student’s material being taught by
‘Known’ students activate prior inferential comprehension accessing their already
knowledge of a specific topic (ability to place novel ‘known’ information about
to help them comprehend the information in a that topic. They can relate
content. meaningful contest by and recognize the
comparing it to already— information because they
learned information) have “experienced” it
before.
50 Literacy Strategies
1. Anticipation Guides Teachers prepare a list of Helps students activate Stimulate students
statements about the topic for background knowledge. interest in the topic to
students to discuss before activate background
reading. knowledge, and after
students discuss
anticipation guide
statements, they’re better
prepared to comprehend
the reading assignment.
2.Clusters Spider web-like diagrams Helps students Gives students a visual of
drawn on a sheet of paper. understand the main information learned, they
32
Words or phrases are written ideas, important facts, and can organize ideas after or
on rays drawn out from the examples. before reading.
center circle, and sometimes
drawings are used instead of
words.
50 Social Studies
Strategies
1.Media Literacy The teacher teaches each The use of media helps Through media students
component of the sequence in students build essential come to understand
three separate lessons. The social studies skills that cultural and institutional
goal is to establish clear enable them to gather, factors that play a role in
social studies goals and analyze, and evaluate media construction and to
objectives. The three lessons sources of media for recognize their influence
involve; media is construction different purposes. on production and
by people, media is consumerism at both
constructed for a purpose, national and global levels.
and evaluating media sources.
2. Graphic organizers Flow charts, venn- diagrams, Having a visual Through using visual aids
fishbone organizer, representation is a way to such as these, students
hypothesis testing, and data make meaning of what will be able to understand
spreadsheets help students they are reading or categories of
organize information in visual hearing. It allows them to classification and it helps
ways. see connections not students organize
always evident in a important information.
traditional narrative and
may prove beneficial to
prewriting.
Technology Use of Padlet, an online Helpful to students who Students are engaging
Resources application that allows tend to be shy in class, and collaborating through
students to participate with their answers to whole technology discussion.
the class without having to class discussion is posted
orally participate. for the class to see
without names.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).
I have selected this content for this lesson because it shows the importance of using maps and why
they are utilized. Having a power point with visual examples as to what a map is, give the 2nd grade students
visual aids to help produce a concrete definition of maps. Showing them non-examples also gives them
examples of what not to look for when talking about maps. Giving them mixed examples, activates their
thinking to further analyze whether the picture displayed on the projector is really a map or isn’t a map? The
idea of collaborating with their classmates and whole class discussion makes an atmosphere for better
learning and understanding. Also, assigning the students to go home and survey a room in their house using
their flashcard with the correct definition, reinforces learning the concept of maps and why they are used.
Using the knowledge and comprehension structure in blooms cognitive theory will help the students achieve
understanding of concepts, in this case, understanding what a map is.
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thinking.
Evaluation
Synthesis
Analysis
Application
Students are understanding the comprehending the concept of a map through visual
Comprehension representations and examples. They are able to discuss and identify the different maps and
what they are.
Students are able to recall what a map is and its definition. They are able to identify what a
Knowledge
map entails and understand how it is used.
11. ATTACHED STUDENT WORK (10 points)

Please see notebook of student/class work.

o Adaptation of Content- o Modeling- examples given o Whole group- students o Advanced- students who
asking students to on the power point of maps. going through the are more advanced are
think of what a map is o power point. sat at tables where EL
and identify examples. o Small groups- students student could use their
o Background working with small guidance.
Knowledge- asking groups talking about o EL- visual aids as well as
students if they have maps, definition, and use of extra clarification.
34
ever used a map examples.
before. o Works Independently-
o E-resources- using students work on
power point as a visual making their own
aid. definition on their 3x5
card.

o Writing- students will o Hands on – students will be o Rubric- students will be o Integrated with Language
be asked to write and collaborating together. assessed on their Arts- Students will be
work together. o Engaging- students asked writing in their journal. asked to write in their
o Speaking- students are to share their experiences See attached rubric journals and use
asked to collaborate with maps and they will above. appropriate examples.
and participate in partake in deciding if the o Age Appropriate-
whole class examples shown are maps. students will be asked to
discussion. o Active Learning- students take note of a room in
o Listening- students will participate in the power their home and notice the
listen to other speak as point discussion. layout for a future
well as my lecture. assignment.
o Viewing- students will
be viewing power point
slides of examples of
maps to help guide
their understanding.
o Vocabulary-
vocabulary will be
displayed on the power
point and they will be
reminded of the vocab
when they write their
3x5 card.
Notes for next lesson:
o Students needing more help – provide students with enough examples and remind them of the concept.
o Reading skills – need to take note of my students who are struggling when reading, we will be reading a book in the next
lesson.
o Vocabulary clarification – Need to repost the concept of a map up on the white board for students to refer back to
throughout the unit.
35
GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Laura Price
Revised by Dr. R. Timmons
California Baptist University School of Education
Most Maps have Keys/Legends

What do these symbols mean?
1. MATERIALS (5 points)
 Powerpoint (See powerpoint for list of vocab terms)

 Paper
 Pencil
 Whiteboard
 Coloring Material (markers, crayons, colored pencils)
 Journals
2. OBJECTIVE (10 points)
 Students will be able to identify and come to a generalization that “most” maps include a legend/or
key.
 Students will learn that picture symbols can be used to show where places and locations are.
Students will learn the definition of a map legend and how to identify certain symbols.
 Students can be assessed by identify and locate certain locations on a map, using a legend/key.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Students will be able to generalize that most maps include a key/legend to help identify locations and places. To
help students understand this concept a bit deeper, students will be given several visual examples of maps that
have legends/keys. We will go over what these terms mean and I will ask the students to identify what aspects
they find similar on each map shown in class.

(State Bloom’s Level on the Taxonomy in Bold Type)
environments.
2.1.1 Located on a simple letter-number grid system the specific locations and geographic features of their neighborhood
or community (ex; map of classroom, school)
Bloom’s Taxonomy
Knowledge; Knowledge of terminology, knowledge of specific details and elements, knowledge of classifications and
categories. Students will need to remember what is common, understand that most maps contain keys/legends, apply
their knowledge, and then analyze and come to a generalization that most maps contain keys/legends.
DOK level 3/4: Students will have to come to a general consensus that all map includes legends/keys.
36
Reading 1.4 Recognize common abbreviations
Reading Comprehension 2.7 Interpret information from diagrams, charts, and graphs.
Writing Strategies 1.3 Understand the purposes of various reference materials.
 CCSS ELD Standard
A.1 Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics.
A.2 Interacting with others in written English on various communicative forms.
C.12 Selecting and applying carried and precise vocabulary and language structures to effectively convey ideas.
Language Function Statement: edTPA

Use: Student uses language to: (see Toolkit samples)
The main communication language function is for students to draw a conclusion about maps and come to a generalization that
most maps contain keys/legends. After viewing a series of maps, students will be able to identify what a legend/map is and how
to navigate through a map using a key/legend.
Essential Literacy Strategy:
After addressing the power point and vocabulary terms, and after most students have come to the generalization that maps have
keys/legends. As a class we will collaborate together using an unorganized cluster to help us visualize and identify what is
normally included in/on a key/legend. (Tompkins, 21)
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary
Map: A drawing or a picture showing selected features of an area, normally drawn on a flat surface.
Legend/Key: Gives you the information needed for a map to make sense. Maps often use symbols or colors to represent things,
and the map key explains what they mean.
Symbol: A picture that represents something.
Syntax: Students will draw a conclusion collaboratively that most maps contain legends/keys.
Discourse Tools: As a class we will work on a cluster on the whiteboard for students to get a general understanding of what might
be included in a legend/key.
3. ASSESSMENT (10 points)
To assess students understanding of what a legend/key is and how it is used on a map to locate a
place, I will ask students to draw a map of their classroom. They will be asked to include 4 symbols in
their legend. Students will be informally assessed as I walk around the classroom to make sure
students are on track and are completing the assignment efficiently and correctly. I will be collecting
37
these at the end of the class and grading them as part of their grade for this unit, which will go in the
grade book. See attached rubric

Shows clear understanding of Shows understanding of what a Shows difficulty in
what a map/legend is. Has map/legend is. Has included 4 understanding what a
included 4 excellent symbols in symbols in correlation with the map/legend is. Has included 1
correlation with the drawing to drawing to show where to 2 symbols in correlation with
show where places/things are. places/things are. Some the drawing to show where
Clear following. clarification on symbols used places/things are. Needs some
might be needed. clarification on symbols used.
4. PURPOSE (5 points)
 This lesson is important to teach to the students because it is a vital component of understanding
maps and their purpose. Legends/keys are helpful tools to help located important places and
things. This fits into the overall curriculum because students will need to understand how to read
and use a key/legend in order to read a map.
 Boys and girls, it is important that we understand how to use keys/legends because they provide
us with the tools necessary to help locate important places and things. By looking at a legend, we
can find important places such as mountains, lakes, rivers, police stations, highways, and
hospitals. Being able to locate these important places helps us and tells us where we need to go
to arrive at that location. As you continue in your learning, you will find using maps extremely
useful, especially when you start driving and need to go certain places. Learning these vital tools
now will help you understand the purpose of maps and how to use them correctly.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
 Ask students what we have learned so far about maps. What information can we think of that
might be present on all maps? Start the power point presentation and ask students to view the
few examples on the Googleslides document. As them to take careful note of what they might
find similar on all the maps. “Boy and girls, although all these maps are different, there is a
similarity about all of them, take your time to look closely at each map, and try and notice what
is similar about all examples.” (See attached power point)
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
I have chosen to use media/technology to help students arrive at a generalization that all maps include
legends/keys. I feel it is important for all students to visually see that although maps may be different
and that there are different kinds of maps, most maps contain a key/legend. Giving students several
visual examples also let’s them decipher what they think they should be looking for, this gets their
mind and brains activated and stimulates their learning. They gain interest because they are looking
for something similar in the examples, they have to come to the conclusion on their own.
38
Steps 1 & 2.
Show students the power point of the examples of different examples of maps, all containing
legends/keys.
“Class, I am going to show you a few examples of maps, they are all different kinds of maps.
There is something common or similar in all of these examples. Can you pick out what it might
be?”
Ask students to quietly think about what might be similar in each map. We will share with the
class after all examples have been seen.
Script generalization:
“Students, what do you see that is similar on the maps that we have seen?” (Below are
possible student answers)
 Symbols (Why do you think there are symbols on the map? What are they showing or
telling us?)
 Trees
 A box in the corner (Ask why they think there is a box on each map, what do they think
it’s used for?)
 Colorful
After we share and come to a conclusion about what is common and the general consensus
us. We will dive deeper into the lesson by going over what legends/keys are and what we can
use them for.
I will ask students to engage in Padlet so we can all participate and have the answers on the
board for the whole class to see. After everyone has participated in the Padlet activity, we will
talk more in depth about the topic.
Step 3.
Look at the Padlet activity together on the board.
As a class, go over the answers and really get into depth on what legends/keys are and what
symbols they contain. The importance of them and how we use them?
7. CLOSURE (5 points)
“Students, today we learned about?”

-Maps, symbols, legends, keys (Student answers)
“Very good, we learned that most maps have legends/keys, and they are useful when using maps
because they tell us where things and places are located”
“Let’s look back at our cluster diagram and can we think of anything more we can add to the list we
have already created?” (students add several examples to the cluster)
39
“Very good, it seems as though we have a clear understanding of what legends/keys are used for on
maps, it is important for us to have a legend/key so we know how to read the map”
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
I am having the students work independently on creating their own map and legend/key. This activity
will show understanding of the lesson and give me any indications of whether or not any additional
information or help needs to be added.
 Students will be asked to draw a map of their classroom. They will be given the freedom to
draw anything they would like within the classroom. Students need to create a legend,
containing four symbols representing location of objects/things. This assignment will be
assessed as part of their unit work for the unit on maps. This will be graded in the grade book.
Below is the rubric I will be using.

Shows clear understanding of Shows understanding of what a Shows difficulty in
what a map/legend is. Has map/legend is. Has included 4 understanding what a
included 4 excellent symbols in symbols in correlation with the map/legend is. Has included 1
correlation with the drawing to drawing to show where to 2 symbols in correlation with
show where places/things are. places/things are. Some the drawing to show where
Clear following. clarification on symbols used places/things are. Needs some
might be needed. clarification on symbols used.
 Students will also be asked to take out their journals as an exit ticket. Students will be
asked to write 1-2 sentences on what they learned today. This will be looked at, but not
graded. I will grade random journal entries. I am mainly doing this to check for
understanding, not looking at grammar on this entry.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided in
person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – W/Few I will provide extra visuals for the student, so they can visually see what is being asked
Words of them. Using Padlet will allow the student to participate without feeling stressed or
scared to speak in the class. During independent work, I will help the student with 4
symbols to draw on their classroom map.
Student with low I will be providing extra visuals for the student to fully comprehend what is being asked
reading ability of them. I will also give them a print out of vocabulary terms, so they can refer back to
them when class discussion starts. During independent work, I will address any
concerns with this student. They are also sat at a table with students who are able to
help with any questions this student may have.
Student with I will ask this student to sit at a table group with students who might need some extra
40
advanced literacy help or clarification, this student will act as an aid to students. I will also ask them to not
skills/other only create a legend, but also color code their map if they complete the assignment
before the class has.
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
the main ideas of expository the main idea in their topic, visually seeing in a
idea map.
2.
students discuss
anticipation guide
2.
50 Social Studies
Strategies
prewriting.
2.
Technology Use of Padlet, an online Helpful to students who Students are engaging
Resources application that allows tend to be shy in class, and collaborating through
students to participate with their answers to whole technology discussion.
the class without having to class discussion is posted
orally participate. for the class to see
without names.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
41
Getting students to draw a general conclusion about a topic involves critical thinking and
understanding of the material being taught. Giving the students visual examples and scaffolding their
learning in helpful ways, provides students with the tool necessary to reach to a general consensus.
Students will be able to critical remember material that has been taught to them in previous lesson,
understand that material being taught, and then apply their prior knowledge in analyzing what is a
common component of maps. Students reach a high level of learning and thinking by being able to
analyze and draw conclusion. I have selected the generalization of all maps have keys/legends
because using a legend/map is a key component in using maps. Understanding how to navigate
through a map and being able to read the symbols, will guide you to a location or place.
thinking.
Evaluation
Synthesis
Students are given the examples of the maps and able to identify what is similar about each map.
Analysis
There is a constant factor and they have to analyze each map to find it!
Students apply their prior knowledge about maps and what they have learned in previous lesson
Application
and apply it when understanding how to use a legend/key.
Students identify maps and comprehend what they are used for and how to use them,
Comprehension
through using keys/legends.
Students are able to understand what a symbol and legend/key is. They are able to recall what
Knowledge
information is used on key/legends ad apply that to their understanding.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level
of the class.
42
o Adaptation of Content- o Modeling- using visual o Whole group- Power o Advanced- adding more
students will need to examples on the power point, Padlet, and whole color coding to the map.
recall what learned in point. class discussion o EL- providing them with
the previous lessons o Guided Practice – power o Works Independently- symbols already picked
about maps. point. Making own map and out.
o Background o Independent Practice- legend.
Knowledge- Students students will be asked to o Students can work with
will be asked if they make their own map and their table groups
have ever used a legend. should they have any
legend/key. questions or
o Links to past learning clarifications.
o Strategies Used-
Cluster
o E-resouces-
Powerpoint, Padlet

o Writing- Students will o Hands on- students will o Rubric- see attached o Linked to Standard-
be asked to write in make their own map and rubric in lesson student write in journal
their journal at the end legend. what a legend key is.
of the day. o Meaningful o Age Appropriate- draws
o Speaking- students will o Linked to objectives- map of classroom.
share what they saw in students will write out what
the slides. a legend is.
o Listening- students will o Engaging- students will
hear comments from participate in whole class
their peers. discussion.
o Viewing- students will
look at the power point
o Vocabulary- vocab is
given on the power
point and we will go
over in class.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning- Need to address students understanding before next class starts. (This is
supposed to be graded overnight) Hoping to bring suggestion into class the next day before the next lesson begins.
o Students needing more help- Might need more help with visuals for EL students, more symbols provided.
o Reading skills- Need to make sure I am clear with directions and what is expected, I cannot assume and expect, especially
with 2nd grade students.
o Vocabulary clarification - Might need more help with visuals for EL students, more symbols provided.
43
Inquiry Lesson
Mini Lesson Format
Name: Laura Price Grade Level : Second
ELA Content Standard: ELD Standards:

Recognize common abbreviations (ex: Jan, Sun, Mr, St) A.1 Exchanging information and ideas with other through oral
collaborative conversations on a range of social and academic topics.
Content Standard: A.2 Interacting with other in written English in various
2.2 Students demonstrate map skills by describing the absolute and communicative forms.
relative locations of people, places, and environments. C.10 Writing literary and informational texts to present, describe,
and explain ideas and information, using appropriate technology.
ELA Language Objective: ELD Language Objective for Grade Level : 2

Students will be able to write out abbreviations and places on the map
they create. Students will collaborate with their table groups to come up with
information on how to create and make a map. They will conversate
ELA Content Objective: with one another and come up with a collaborative piece of work.
Students will be able to create a map with the appropriate
abbreviations for important places.
Cog. Taxonomy/DOK Levels:

Knowledge
DOK level 3 &4: Students will be able to apply their research to help
them understand how to create and make a map, and understand what
components need to be included.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
How do you make a map?
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.
Write a list of steps that were taken in order to create a map. List needs to explain how you decided to create your map and how the
information put on the map is of significance.
Language Function Statement:

 How does student use language (see Toolkit samples for use of language)
Students will use the inquiry/seeking information tool.

They will use statements such as:
How does… work?
I wonder why…
Students will be asked to used a K-W-L chart within their groups to submit in their final group project.
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
44
Looking at the Academic Language Toolkit, the learning task for students in this lesson, is inquiry/seeking information, which is
academic language function 1. Students observe and explore the environment, acquire information, and inquire.
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
I will provide students with a packet to help guide them along with their group activity. I will also provide them when links to gather
their research and information (this will be used to help students stay on task while on their Chromebooks, as well as helping them
with the tools necessary to complete their research). As mentioned in the previous lessons, students are seated together with peers who
will help them thrive and learn how to collaborate with one another. I have advanced students sitting with EL students so they can help
each other out when struggling.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: Vocabulary will be included in the packet the students receive.
Syntax: Inquiry/Seeking Information
Discourse: Students will be given a K-W-L chart to have a place for their ideas and thoughts.
Materials: Planned Supports: Research Based Learning Strategies:

Paper Students will be given a K-W-L chart to
Pencil I will give students a packet to help guide help them jot down their understandings of
Worksheet Packet them along this activity. I will also provide the lesson. (38 S.S. Strategies)
Crayons/Markers students with links to help them research.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
Prior knowledge will be determined by students?
using the K-W-L chart within the groups. Students will be working with their table
Students will collaborate with one another groups on this activity. They will have to Students may understand how to create or
and brainstorm on what they know already work independently and come up with use a map because they have been exposed
about how to create a map. concrete material in order to create their to seeing navigation systems on their
own map. Students will have to complete parent’s cars, they have seen it on
Misconceptions: Identify common the whole group packet in order to receive Googlemaps, or have heart their parents or
misconceptions regarding concepts addressed in any points or rewards. peers refer to using a map.
this lesson
Students who might have not been exposed

to maps, will have difficulty in
understanding how to even create a map, if
the term map is misunderstood. This is why
this lesson will come in between or shortly
after the concept lesson.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities: Students will be using a K-W-L chart to activate their understanding and
Stages comprehension of the activity, students will also collaborate with each other using media and inquiry learning in
order to create a map.
45
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Students will be working with their table groups. This will be an assignment that needs to be completed
Before collaboratively and grades will reflect what the group has completed as a whole.
Teaching
-Setting the  Students will be given a K-W-L chart. Students will be asked to write down what they already know about
stage. creating maps and what they want to know about creating maps.
 Students will be given a list of resources that they will access on their Chromebooks. Students will
independently research the topic and report on the “writer (this will be the table captain)” on the information
that they found.
Lesson Body: Explain Strategies/Lesson steps:
 Students will research independently and report to their writer the information they have found.
During/active
engagement  As a group, students will collaboratively come to a conclusion of how to create a map.
in learning
 Students will then be given a piece of paper, students will create a map and label the important places on
the map.
 Students have the freedom to create any type of map they would like, as long as they create a map with a
purpose, include five important places or things, and explain why and how they came to their final
product.
 I will be walking around the classroom guiding any students who need help.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching  Students will be asked to share their finished product in front of the class. They will need to share why
they created their map and why they chose to include the places/things on their map.
 As an exit ticket, students will be asked to write in their journals independently two facts about creating
maps.
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: Students will be asked to share their completed work with the class
I will be walking around the classroom providing any feedback or as group, students will explain why they created that particular
aid needed to the groups while they are completing the activity. map, why they choose to document important places/things, and
how they decided to create their map within their group.
Formal:
Students will be graded on their completed packet of work. As a class, we will also fill out each group “L” section on their K-
Students will be assessed by a rubric. W-L chart at the end of the lesson. This way each student is
collaborating with the class as a whole to finalize an understanding
of how maps are made.
Feedback: Explain how you will provide feedback to 2 students
needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.
When looking at the student’s journal entries, I will be able to see if

each student grasped the idea of how to make a map. If students
show some difficulty in comprehending the concept, I will address
this with the students individually.
I will also assess the completed group work, if there is a lack of

completeness or students lack comprehension of the task, then
students will be given the chance to re-do the activity during free
time during the week.
46
edTPA Lesson Plan Reflection and Commentary Section
Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:
For the whole class
Students will be asked to write their steps on how they created a map, students will need to include what/why/how they choose
those steps. Students will then be asked to write in their journals two important steps in creating their maps. Students can further
be assessed by asking them to further research a different aspect of maps (ex: important places/things).
For the three focus students and other individuals/groups with specific needs.
1. Students will be provided with a list of links to help guide them on their research.
2. Students will be sat with their table groups to help them collaborate with one another.
3. Students will be provided with a packet of work that is to be completed to help guide them with the activity and stay on track.
What theory or theorists would most strongly support use of this strategy?
Giving students the tools necessary to help them succeed and stay on track will help them understand and comprehend the
information asked of them. Using media literacy, discovery learning, and inquiry learning, students can gain the tools they need to
complete this assignment. While working in groups they can use the media links to help them complete the research, students can
then gain/discover knowledge that their fellow group already knows or has learned, and then they can apply their learning to the
activity.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.
Students will be asked to make a flip book in the future lesson, students will be able to apply their knowledge
throughout this unit and come up with a flip book that involves several kinds of maps. Students will be able to
show their understanding of what a map is and how it is created by showing their map skills and
understanding in their completed flip book.
Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
idea map.
2.
47
students discuss
anticipation guide
2.
50 Social Studies Strategies
prewriting.
2.
Technology Resources
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s)
and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal
assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Students are collaborating with one another to work together to complete a cohesive
product.
Walk around the classroom to make sure students are on Evidence of Student Understanding:
task on working collaboratively and efficiently within Students are working together efficiently and completing a completed product.
their groups.
Student Feedback:
I will talk around the classroom providing feedback to all students while they are
working in their groups. I will give them the help they need if they are struggling or have
questions about the activity.

Students collaborate as a group to complete a completed product. A map.
Students will be assessed as a whole group making sure

each page in their packet is completed and that they Evidence of Student Understanding:
understand and comprehend the task given. Students complete the whole packet thoroughly and show understanding of how maps are
created.
Student Feedback:
I will access students work by using the following rubric: See below

Shows clear understanding of Shows understanding of how to Shows difficulty in
how to create a map. Packet is create a map. Packet is understanding how to create a
completed, and students show completed, students are lacking map. Students are lacking
complete understanding of how some components on what it components on what it takes to
and what it takes to create a takes to create a map. create a map. Additional work
map. needs to be done in order to
48
complete this assignment.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Understanding my student’s prior knowledge about maps and how they are used is crucial in helping me plan this unit on maps. Relating students’
knowledge can help activate students minds and help them collaborate with one another one what it takes to create a map and how they are used.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students are divided in the beginning of the year by their ability of reading and writing. I have placed students who have strengths in reading with
students who are lacking reading skills. I have also placed students who are lacking in writing with students who excel in writing. I hope that by
seating these students together in tables groups, will allow them to thrive and collaborate with one another to succeed and further push them in the
skill they are lacking. This also gives those students who are thriving the ability to use their strengths to help others, and they can apply that to their
learning.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
As mentioned before, I have sat my students who are lacking reading and writing skills with students who are excelling in that area. I feel that
students are a huge mentor in helping their fellow students and will urge and aide them to succeed. For this lesson, I have also included a pre-
planned packet for student to follow along with, so there is no questioning as to what is being asked of them. Students can look to their team to help
guide them along this activity.
49
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling
Multi Tiered System of Supports (MTSS) LESSON PLAN
Name: Laura Price Grade Level: Second
ELA Content Standard in all four language arts areas above : ELD Standards:
Academic:
2.2 Demonstrate map skills by describing the absolute and relative Productive
locations of people, places, and environments. C.12 Selecting and applying carried and precise vocabulary and
Writing: language structures to effectively convey ideas.
2.2 Write a friendly letter complete with the date, salutation, body, Expanding and Enriching Ideas
closing, and signature. B.3 Using verbs and verb phrases
Written/Oral: (Grammar)
Grammar-1.3 Identify and correctly use various parts of speech, Connecting and Condensing Ideas
including nouns and verbs, in writing and speaking. C.6 Connecting Ideas
Punctuation- 1.4 Use commas in the greeting and closure of a
letter with dates and items in a series.
Spelling- 1.8 Spell basic short-vowel, long-vowel, r-controlled, and
consonant-blend patterns correctly.
ELA Language Objective: ELD Language Objective for Grade Level

Students will write a letter to their elbow partner what a map is and why
they are important, what symbols mean, and why it is important to have a Students will write a letter to their elbow partner what a map is and why
legend/key on a map. They will use the terminology and map references they are important, what symbols mean, and why it is important to have
that have been taught in the previous units. a legend/key on a map. Students will use learned vocabulary, proper
verbs and nouns, sentence structure, and connect ideas within their
ELA Content Objective: letter.
Students in grade two will use vocabulary and knowledge learned from the
previous lesson to write a letter to their classmate explaining the
importance of maps. Students will use the correct letter format and proper
grammar, spelling, and punctuation.
Cog. Taxonomy/DOK Levels:

Remembering: Students will choose, define, and recall certain information
learned about maps and apply their knowledge to their letter.
Understanding: Students will explain and summarize how maps work and
the importance of using them.
Applying: Students will develop a written letter developing and identifying

the purpose for using a map.
DOK Level: Three, students are using their learned knowledge to develop
a letter explaining how maps are used and the importance of using them.
Learning Focus
Students will write a letter to their peers explaining what maps are, their purpose, why they are important, and the contents within a
map.
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This will be one of 3 literary centers in the classroom. This literary center will focus on composing a letter to their classmates about
the importance of using maps. The other two literary centers will be focused on creating a map with a short description as a group
and creating a poem using four map vocabulary terms learned throughout the lesson.

Students will be summarizing information learned in their letter to their elbow partner. Students will recount information and
identify important aspects of maps. (Academic Language Function 2)
function.
Students will list facts in their letter and use certain vocabulary and terminology to describe certain aspects of maps and their
importance.
Before beginning this lesson, I will use bubble chart with the small group and we will collaborate with each other the important facts
of using a map and what vocabulary terms are used to describe maps. This will be done as a group, so students can have a strong
foundation of facts listed for them before they compose their letter.
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
We will go over all vocabulary that has been taught throughout the unit, this is to make sure students understand the terminology
before writing their letter. (See bubble vocabulary group work in student work folder)
Syntax: (Use language frames in Language of … section in Toolkit)
Students will summarize and describe information about maps in their letter.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
We will be completing two bubble diagrams together as a group before students compose their letters. One is using vocabulary terms
and the other is what maps are. (See bubble diagrams in student work folder)
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
Paper meet strengths/weakness of students so that all (provide text chapters/reference)
Pencil students meet the targeted outcome.
Poster paper Students will be using graphic organizers
We will work on two bubble diagrams to help them organize important
together as a group to ensure that students information in a visual way. (SS strategies
understand what is being asked of them. I
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will also provide the students with a model pg 38)
letter to refer back to, this will help students
stay on track and give them a modeling tool
to guide them through the assignment.
I will determine prior knowledge by asking Students will be graded on their letters. The students?
students to engage as a small group student with the least amount of
recalling information learned throughout grammatically errors will receive reward Students will be able to tell their peerthe
the unit. Students will need to participate money and the student with the most use of importance of using maps and how to use
and contribute in filling out both bubble correct vocabulary terms used within their them. Students will have mastered the
clusters to help them create a letter. letter will receive reward money towards correct terminology associate with using a
their student bank. map and can use these terms in the future.
Misconceptions: Identify common
misconceptions regarding concepts addressed in
this lesson
Learning Learning Strategies and Activities

Stages
Introduction:
 Students will write a letter to their elbow partner what a map is and why they are important, what symbols mean, and why it is
Before important to have a legend/key on a map. They will use the terminology and map references that have been taught in the previous
Teaching units.
-Setting the  Students in this learning center will be focusing on grammar, spelling, punctuation and their knowledge about maps.
stage.  We will go over the vocabulary and the purpose of using a map together as a group. See Bubble Diagrams in Student Work
Folder. (SIOP Strategy: Graphs)
 Students will participate with the group sharing ideas and information with everyone. Students will have a sufficient visual aid to
refer back to in helping them create their letter.
Lesson Body: Explain Strategies/Lesson steps for Targeted Intervention in each CCSS area:
During/active  After we have completed the bubble charts, check with students for any clarifications or questions.
engagement  Provide students with a model letter, reminding them what a letter consists of and what a correct letter format looks
in learning like. (SIOP Strategy: Model)
Rationale for choosing this strategy: I choose the model strategy because I feel it is important to give students a
visual of what is expected of them. Giving students a sample piece of work will help guide them when working
independently. I also feel that by providing a model to my students, it will help eliminate misunderstanding and
create more clarification.
 Let the students know that a guided help will be provided while students write their letters.
 Students need to compose 5 complete sentences. Students need to use correct grammar, spelling, and punctuation.
Student need to incorporate at least 3-4 vocabulary works that were shared in the small group.
Explain your mini lesson targeted intervention steps in each of the following areas:
Provide a rationale for selecting this intervention strategy.
During my mini lesson that is targeted towards grammar, vocabulary, and spelling, I will use the 3-tier chart to
help guide my students in gaining a concrete understanding of the terminology.
I will address tier one, making sure all students understand the lesson and what is required of them. I will
scaffold and accommodate my EL students with providing them with extra supports and definitions to words
related to the lesson. Addressing tier 2, I will talk with the students briefly explaining to them that there are
multiple meanings to certain words, EX: legend; I will briefly share to make sure students understand the
difference. Finally, addressing tier 3, we will use the bubble chart as well as collaborate as a group to go over
the words related to maps. Since, this is an intervention lesson on grammar and spelling, I will not focus so
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much on the vocabulary part but rather the understanding of the terms necessary to complete the assignment
successfully.
Academic vocabulary: Use 3-tier chart to determine your vocabulary strategies. Strategies also in Ppt. presented
in class and texts.
Handwriting:
Include a writing chart and directions on how to use it based on a writing program like D’Nealian
Provide a rationale for selecting this intervention strategy.
I will provide the students with the list of D’Nealian handwriting formats, this will be useful for the students to
refer back to when writing their letters. At the end of the letter the students will need to practice signing their
name in cursive following the D’Nealian model. (See name in cursive on the student work letter)
Grammar:
Must include usage error correction for ELD students (Tompkins P. 324)
Regarding grammar in the assignment, I will check for grammatical errors after students have already shared their
letters with their partners to advise. I will use the attached rubric (see grammar section on rubric) to grade their letters
accordingly. Some errors that I noticed in the letters pertained to irregular verb forms, where students would commonly
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use swimmed instead of swam. Another error that I’ve noticed is confusing pairs of words, such as passed and past.
Both of these errors can be corrected with the students by showing them examples within sentences and how they are
used.
Spelling:
Base selection of strategies on the Spelling/Word Analysis chart below after you analyze the words your student
wrote.
Regarding spelling in the student letters, I will address all errors and come up with extra practice for those who need it.
Since, I will have several visual aids to accommodate students, spelling is not much of issue. Rather, the issue of
punctuation and grammar are present. A common spelling error in the letters are letter-names, students commonly
confuse the spelling of lake to lak and place to plac. This can be addressed by showing and explaining students that there
are several words in our vocabulary that involved the silent “e” rule. Practice with these words will improve their
knowledge of the silent “e” words throughout time.
Teaching
 Students will make sure they have completed their letter about maps. They will be asked to look over their letter and
carefully revise the letter checking for any spelling, grammatical, or punctuation errors.
 In the small groups, students will share their written letters with their elbow partners and have their elbow partner
revise the letter.
 After they have shared their letters with their partners verbally and their partner has revised their letter, I will be
using a rubric to grade their letters. See rubric below.
Informal: We will be working together and collaboratively as a small group

While sitting with the small groups, I will be watching students in creating two bubble charts to kick start the assignment. This will
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compose their letters and assisting the students with any necessary get students engaged and get their minds activated in helping them
corrections or questions they may need answered. Students will create their letters. At the end of the lesson, students will be asked
also be able to ask their group if they have any questions or need to share their letters with their elbow partners out loud. Students
guided help. will also be able to share any advise they may have within the
group as they complete the assignment.
Formal:
After their elbow partners have revised their letter, I will then use a
rubric to grade their letter. The letter will be graded on their
overall writing, use of vocabulary words, sentence structure,
grammar, spelling, and their handwriting.

I will provide feedback to two students who might need extra

intervention within 24 hours of instruction by providing them with
a graded letter attached with the rubric explaining to them the
reasoning for the grade they received and the areas we need to
focus on.
Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
Lakes
Place
Data Analysis Conclusions
They are eliminating the silent e in both the words lake and As I graded this letter, I became aware that this student
place. was having issues with letters involving the silent “e.” I
created a chart for the student with similar words
I noticed this pattern because of the following sentences. involving the silent “e” so they can see that many words
There is a pattern in both of the bolded words with the silent have the silent “e.” I also asked the student to rewrite the
“e.” sentences within their letter using the correct spelling for
the silent “e” words.
-Maps show where important laks are.
-Maps can show important where an important plas is. Fate
Skate
Place
Lake
Above
Pipe
Die
Bake
Cake
Come
Nose
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commentary.
student learning: Use the chart above to analyze and provide data on spelling for your Three focus students.
Within the small groups, students will be working on composing their letters about maps and the importance in using a map.
Students will be asked to use correct grammar, spelling, and punctuation throughout their letter.
1. Students will be provided with a list of silent “e” words that are associated with maps to help them complete the assignment.
3. Students will be given a model letter to refer back to when composing their letter.
4. Students will be sat with their small group, allowing them to ask and collaborate with one another if needed.
Giving students the tools necessary to help them succeed and stay on track will help them understand and comprehend the
information asked of them. Using strategies such as group brainstorming and bubble diagrams, students can gain the tools they
need to complete this assignment. While working in groups they can use the bubble diagrams to help them complete their, students
can then gain/discover knowledge that their fellow group already knows or has learned, and then they can apply their learning to
the activity.
student(s).
idea map.
2.
students discuss
anticipation guide
2.
50 Social Studies Strategies
56
prewriting.
2.
Language Function
Toolkit/other
Students will be aided with any necessary help when composing their letter about maps,
while using proper spelling, grammar, and punctuation.
I will observe students composing their letters and assist
with any help or clarifications needed. Evidence of Student Understanding:
This assessment strategy provides evidence of student understanding of the concepts

being taught because I will be aware of what the students are writing and checking for
understanding while they are writing their sentences.
Student Feedback:
I will provide feedback to students on while sitting in small groups, helping them
complete their sentences and making sure they are on the right track when they are
composing their letter. If I see a student needs help, I will provide them with suggestions
and help to finish their sentences or thoughts.
Students will show understanding of maps, their purpose, and how to use a map while
composing an informative letters using proper grammar, spelling, and punctuation.
Students will be assessed by using a rubric to grade
their completed letter. Evidence of Student Understanding:
Student will show evidence of understanding by completing a letter with 5 solid facts and
using 3 to 4 vocabulary words pertaining to maps.
Student Feedback:
I will provide feedback using a rubric. See below.
RUBRIC
Excellent Proficient Poor

Writing The letter contains five complete The letter contains five complete The letter contain less than five
sentences pertaining to the topic. sentences pertaining to the topic complete sentences, pertains to
but is not easy to follow. the topic. Uneasy to follow.
Vocabulary The letter contains 3 to 4 correct The letter contains 3 to 4 The letter contains less than 3
vocabulary words. The vocabulary words. Vocabulary vocabulary words. Vocabulary
vocabulary words are used words are not easily understood words do not fit within the
correctly. in the sentences. sentences written.
Grammar, Spelling The letter contains little to no The letter contains some The letter contains significant
grammar and spelling errors. grammar and spelling errors. grammar and spelling errors.
(no more than 5 errors total) (no more than 10 errors total)
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Letter Format The letter follows correct letter The letter follows mostly along The letter does not follow correct
formatting. with correct letter formatting. letter formatting.

Understanding my student’s prior knowledge about maps, letter composition, and grammar and spelling is crucial in helping me plan this unit.
Relating students’ knowledge can help activate students minds and help them collaborate with one another one what it takes to create a letter
involving the components of maps.
Students will be divided into their literacy centers based on student’s needs. Students will be in smaller groups to help focus in greater detail on a
problem or area they may be struggling in (ex: grammar and spelling). Students with similar struggles can feel comfortable in asking questions
because they are all similarly struggling with the same issues. Also, by working in small groups, students can collaborate with each other on ideas in
helping them compose their letters.
Planned Supports:
As a small group, students will be working on brainstorming together to come up with main ideas to put in their letters. Students will have visual aids
helping them write their letters and have something to refer back to if need be. Students will also be given a sample letter for them to keep on track in
the formatting.
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Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN

2.0 Reading Comprehension. Students read and understand grade- level A.1 Exchanging information and ideas with other through oral
appropriate material. collaborative conversations on a range of social and academic topics.
2.5 Restate facts and details in the text to clarify and organize ideas. A.2 Interacting with other in written English in various communicative
Listening and speaking forms.
5. Ask and answer questions about what a speaker says in order to B.5 Listening actively to spoken English in a range of social and
clarify comprehension, gather additional information, or deepen academic contexts.
understanding of a topic or issue. B.6 Reading closely literary and informational texts and viewing
Speaking and listening multimedia to determine how meaning is conveyed explicitly and
6. Participate in collaborative conversations with diverse partners implicitly through language.
about grade 2 topics and texts with peers and adults in small and C.10 Writing literary and informational texts to present, describe, and
larger groups. explain ideas and information, using appropriate technology.
b. build on others’ talk in conversation by linking their comments
to the remarks of others.
2. Recount or describe ideas or details from a text read aloud or
information presenting orally or through other media.
Content Standard:
2.2 Students demonstrate map skills by describing the absolute and
relative location of people, places, and environments.
Students will be able to read a text, write out facts pertaining to their
reading, and collaborate with one another. Students will collaborate within their literacy groups taking turns
reading part of the text, students will actively listen to all students
ELA Content Objective: reading, they will they talk amongst each other and collaboratively come
Students will be able to comprehend the text and share important up with a list of information they felt was important to our subject:
information with one another. Maps.
Cog. Taxonomy/DOK Levels

Knowledge &Comprehension
DOK levels 3 & 4:Students will be able to understand, apply, analyze, and
evaluate information read within the text and come up with a list of
informative points they have discovered.
Learning Focus
Students will be split up into literature circles, students will be given Me on a Map, this will be read aloud within the group and students
will need to create a poster sharing key points pertaining to the text.

Students will read, recall, and write information down on their group poster that shares the important aspects of the book. Students
will need to apply their prior knowledge about maps, with the information re-read in this book, and come up with an informative
poster.

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Students will use the summarizing and informing tool (academic language function 2)
Students will describe information they have read in the text and recall important facts for their poster.
Students will list their main points on a post board, collaborating with one another on the facts pulled from their reading.
function:
Looking at the Academic Language Toolkit, the learning task for students in this lesson is to listen to the text, talk among each
other, and summarize collaboratively the main facts pertaining to maps.
We will re-visit the vocabulary associated with this book from the prior concept lesson (see power point vocabulary terms in the
concept attainment lesson). Students will have the chance to answer any questions or get any clarification before splitting up into their
literature circles. Collaboration between the students will help students come analyze and sequences events read in the book.
Academic vocabulary/symbols:
Vocabulary will be re-visited on a previous power point that we have done earlier in the lesson. By now, students should be well aware
of the terms associated with this unit. I will clear up any mis understandings or doubts pertaining to the lesson before we split into the
literature circles.
Syntax:
Summarizing and Informing
Discourse:
Students will be given a main idea flow chart to help them organize their thoughts and facts.
Materials: Planned Supports: Explain how strategies Research Based Learning Strategies:
Poster Board meet strengths/weakness of students so that all (provide text chapters/reference)
Me on the Map students meet the targeted outcome.
Markers/Crayons Students will be placed in literacy centers
Pencils Asking students to get into literature circles to help them collaborate and work
Flow chart will help students collaborate with one together to come up with the important
another more efficiently. Students who facts of the text they are reading (50
struggle to focus will be grouped with Literacy Strategies pg 67) Students will
students who tend to be on task. Students also be given a flow chart to help them
who struggle to read, will be grouped with organize their thoughts.
students who have similar struggles, so they
feel more comfortable when it comes to
reading as a group. I will make sure that
the group who struggles more to read is
placed near my table, so I can assist and
listen to what students are reading. I will
also have a model poster board up for
students to refer back to when needed to
stay on task.
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Since, we have already read this book at the students?
beginning of the unit, students will already To catch the attention of my students and
be familiar with the text. Now, it is the keep their minds focused, I will let my Students will be familiar with the book
students turn to read the text, compile students know that at the end of the lesson they have been assigned in their literacy
important facts from the texts, and we will be presenting the posters each groups because we have read it at the
collaborate with their groups in coming up group has made. The class with vote on the beginning of the unit, but this time students
with an informative poster that will be best looking and informative poster, that will have the chance to read, they will have
shared in front of the class. group will be rewarded with a homework to listen to what their group members are
pass for the day. reading, and they will have to work
Misconceptions: Identify common together to come up with concrete and
misconceptions regarding concepts addressed in informational facts for their poster.
this lesson
Some misconceptions that may arise are

that students already feel they know what
this book is about since we’ve read it before
as a class. Students may feel the need to not
engage in the reading activity and may
jump to the next step of writing down the
important facts. As a teacher, I need to
make sure students are staying on task, I
will need to make sure students take turns
in passing the book around so that everyone
has a chance to read a portion of the book.

Stages Students will be split up into literacy centers where they will have the chance to collaborate with their classmates on
reading and sharing important information. Students will also be given a flow chart to help organize their thoughts and
keep them on track.
Introduction:  As a class, students will be asked if they need any clarification on previous vocabulary terms, we will re-visit the
terms used in the previous power point and make sure there is a clear understanding of the vocab.
Before  Students will be given their flow chart, this is where students need to write down important information they hear
Teaching while listening to their classmates read.
-Setting the  Students will be split up into their literacy group based on areas they excel and need work in.
stage.  Once students are in their groups, page numbers will be split among the groups.
 Students will be given a model of what their finished poster should look like. This will be placed at the front of the
classroom for students to refer back to.
 Each student will read a couple pages, then the book is passed around the circle for the next student to read.
During/active  While students are reading, it is important for other students within their group to jot down information they have
engagement heard on their flow charts.
in learning  After the book has been completed and each student has had a chance to read, students will compare their notes on
their flow charts.
 Students will need to come up with 5 important facts they feel would be best to share with the class.
 Students will be given poster board, markers, crayons, and are asked to make their poster legible for the class to
see, appealing, neat, and colorful.
 While students are reading and working on their posters, I will eb walking around the classroom guiding any
student who need help.
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Teaching Explain:
 Students will be asked to share their posters in front of the class. Each group member needs to read one fact each.
 After students have presented, the class will vote on which poster they liked the most, that group will be rewarded.
 As an exit ticket, students will have to grade their classmates based on how well they collaborated and worked with
one another. (See rubric for teamwork in this lesson below)
Informal: I will be walking around the classroom listening to all

groups read, I will assist those who may have questions. During the literature circles, students will have the chance to read
a couple pages within their group. Students will be able to share
Formal: Students will be graded on their teamwork and how well and collaborate within their groups, sharing important information
they collaborate with one another. At the end of the assignment, the they want to add to their posters. Students will be able to share
students will be given a teamwork survey which reflects how their their posters with the whole class at the end of the day. Students
group members participated. will also grade their group members and vote on the best group
poster.

Students will be graded by their classmates. See attached teamwork

survey. I will address any students who received a “mind was
elsewhere” and ask them to complete a poster independently as
added homework to receive a grade for this assignment.
Group Rubric
Name of Group Member: Hands-on Helpful Mind was elsewhere
Student A X
Student B X
Student C X

commentary.
student learning:
For the whole class
Students will be asked to refer back to their flow charts and make a flow map, using illustrations and important functions that are
associated with maps (ex: keys, legends, symbols). Students can also refer back t previous journal entries where they have written
various facts and useful information to help them with their flow maps.
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2. Students will be able to share their flow charts and other information they have gathered throughout the unit and share with
group members.
3. Students will be provided with a model so they know what is expected of them and refer back to it should they get stuck
during the assignment.
Giving students the tools necessary to help them succeed and stay on track will help them understand and comprehend the information
asked of them. Using strategies such as group brainstorming and flow charts, students can gain the tools they need to complete this
assignment. While working in groups they can use the bubble diagrams to help them complete their, students can then gain/discover
knowledge that their fellow group already knows or has learned, and then they can apply their learning to the activity.
Students will be asked to make a flip book in the future lesson, students will be able to apply their knowledge
throughout this unit and come up with a flip book that involves several kinds of maps. Students will be able to show
their understanding of what a map is and how it is created by showing their map skills and understanding in their
completed flip book.
student(s).
1. Main Idea Maps Teaches students to generate a Helps students understand Students can master the main
graphic organizer containing the and pin-point the main idea ideas pertaining to a topic b
main ideas of expository passage. in their reading or on a visually seeing in a graphic
concept. organizer or main idea map.
2.
1. Anticipation Guides Teachers prepare a list of Helps students activate Stimulate students interest in
statements about the topic for background knowledge. the topic to activate
students to discuss before reading. background knowledge, and
after students discuss
anticipation guide
prepared to comprehend the
reading assignment.
2.
50 Social Studies
Strategies
fishbone organizer, hypothesis representation is a way to such as these, students will be
testing, and data spreadsheets make meaning of what they able to understand categories
help students organize are reading or hearing. It of classification and it helps
information in visual ways. allows them to see students organize important
connections not always information.
evident in a traditional
narrative and may prove
beneficial to prewriting.
2.
Language Function
Toolkit/other
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Students are collaborating with one another to work together to complete a cohesive
product, by listening, speaking, and producing a product.
I will walk around the classroom while students are in Evidence of Student Understanding:
their literature circles and observe students working
together. Students are working together efficiently and completing a completed product in their
literacy centers.
Student Feedback:
I will walk around the classroom providing feedback to all students while they are
working together in their groups. I will give them help if they need it or if they are having
issues with the assignment.
Students collaborate as a group to complete a completed product. A poster.
Students will be assessed as a whole by their student

surveys they complete and the completed poster. Evidence of Student Understanding:
Students complete the group project thoroughly and show understanding of the main
points in the text they read.
Student Feedback:
I will assess them by their students surveys ( see rubric above). I will also assess them
using the rubric below for their group grade.
Rubric

Shows clear understanding of the text read. Shows understanding of the text read. Shows understanding of the text read but
Information on poster is accurate and Information on the poster is accurate but information is unclear. Lacking significant
appropriate. Five facts have been included. could use some more detail. Lacking some amount of facts. Shows difficultly in
facts. completing the assignment.

Understanding my student’s prior knowledge about maps, their understanding of the previous unit, and their different levels of reading is crucial
when planning this unit. Relating students’ knowledge can help activate students minds and help them collaborate with one another one what it takes
to read as a group, create a flow chart of facts, and create a finished product displaying their knowledge.
learning.
Planned Supports:
students are a huge mentor in helping their fellow students and will urge and aide them to succeed. For this lesson, I have also included a model
poster for students to follow along with, so there is no questioning as to what is being asked of them. Students can look to their team to help guide
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them along this activity.
Writing for Information in Social Studies

MINI LESSON PLAN
Sentence Structure Productive

1.2 Recognize and use the correct word order in written sentences. C.12 Selecting and applying carried and precise vocabulary and
language structures to effectively convey ideas.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of each sentences Expanding and Enriching Ideas
and greetings, months, and days of the week, and titles and initials of B.3 Using verb and verb phrases
people. B.4 Using noun and noun phrases
Writing Connecting and Condensing Ideas

1.3 Group related ideas and maintain a consistent focus. C.6 Connecting Ideas
Content Standard:
Students will be able to compose a paragraph using the step-up to writing

methods including the information they have learned about maps Students will write a paragraph using the step-up to writing strategy
throughout the unit. involving important facts and examples supporting their facts pertaining
to maps. Students will need to have a topic sentence, two ideas with
ELA Content Objective: supporting examples, and a conclusion sentence. Students will learn the
Students in grade two will be able to create a readable document where correct structure of formatting a paragraph and use correct punctuation
they have pieced together a complete paragraph, using capitalization, and grammar.
proper nouns, and focusing on the main ideas of the topic.
Cog. Taxonomy/DOK Levels

Remembering: Students will choose, define, and recall certain information
learned about maps and apply their knowledge to help them write their
paragraph.
Understanding: Students will put together the information they have

learned about maps to form a paragraph.
Applying: Students will develop a written paragraph developing and

identifying the important facts about maps.
DOK Level: Three, students are using their learned knowledge to develop
a paragraph using the important facts they have learned throughout the
unit.
Learning Focus
Students will be able to write a paragraph about maps, using the step up to writing strategy.
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Students will be shown how to use the step-up to writing strategy, students will be given a chart to help organize their thoughts, as
well as red, green, and yellow stickers to help with the structure of their paragraph.

Students will be summarizing information learned in their paragraph. Students will recount information and identify important
aspects of maps in their paragraph. (Academic Language Function 2)
function:
Students will list facts on their graphic organizer to help them structure their paragraph. The facts can be taken from their posters
that they have previously created, or they can refer back to their journals for concrete details and information to help support
their paragraphs.
Students will be given a graphic organizer to clearly lay out their ideas. The graphic organizer not only sets their ideas and
explamples up for their paragraph, but also gives students a visual of what information they have obtained. Students will also be able
to collaborate with their table groups on any additional information they may need to help support their ideas or examples.
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Students will be able to refer back to previous work and collaborate with their table groups to get any additional clarification on ideas
and examples. Since, this is the final section of the unit, students are well aware of vocabulary terms associated with maps.
Syntax: (Use language frames in Language of … section in Toolkit)
Students will summarize, describe, and use examples and details to help write their paragraphs.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students will be completing a graphic organizer to help them organize their thoughts and visually see how their paragraph will be laid
out. Students will also be using the red, yellow, and green stickers to help them identify key components and how to piece their
paragraph together.
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
Red, Yellow, Green stickers meet strengths/weakness of students so that all (provide text chapters/reference)
Worksheet (Graphic organizer) students meet the targeted outcome.
Pencil Students will be using a graphic organizer
Paper Students will be given a graphic organizer to help them organize important
to ensure that students understand what is information in a visual way. (SS Strategies
being asked of them. I will also provide the
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students with a model of what they need to 38)
do before the lesson begins. Students will be
able to refer back to the model structure
while completing their own graphic
organizer.
I will determine prior knowledge by asking students?
each student to refer back to their journal Students will be graded on their
entries throughout the unit and to refer paragraphs, this will go towards their Students will be able to visually see how a
back to the posters we have completed as a overall grade for the unit. This is the final paragraph is put together. They will learn
class. Students will also have the ability to project for the unit. Students will receive the importance of a topic sentence,
collaborate and ask for any help they may reward money if their paragraph includes concrete details and examples, and a
need from their table groups. all the components of the step-up to writing conclusion sentence. This is key
process. information for students to understand so
Misconceptions: Identify common they can apply these skills to further
misconceptions regarding concepts addressed in academics.
this lesson
Students may get confused or distracted by

the stickers, this may become a problem if
students place the wrong color stickers on
their graphic organizer and then try and
complete their paragraph. It might be
useful to help those who might have issue
place the stickers on their graphic
organizer to eliminate any frustration or
confusion.

Stages
Students will be given a graphic organizer to help organize their thoughts in a linear format. Students will also be using
the “step-up to writing” strategy to help them organize their sentences and ideas.
Introduction:
 We will go over the power point first so students can visually see what is expected of them during the step-up writing
Before process.
Teaching  We will bring out the posters that we previously made, as well as our journals to help us with supporting facts to
-Setting the write our paragraphs.
stage.  Students will also be given the chance to use their Chromebooks to do external research should they choose to.
 Give students an example of what is expected of them before you pass out the stickers. I will do a sample step -up to
writing model for students to see what is being asked for this assignment.
During/active  Students will be handed a graphic organizer where they will be able to jot down all key information need to compose
engagement their paragraph.
in learning  Students will be handed two sets up stickers, one set is for their graphic organizer, the other set goes on their final
paper (before each sentence of the paragraph).
 Students can work with their table groups should they need any additional information or clarification.
67
Teaching Explain:
 Students will be asked to share their completed paragraph with their elbow partners.
 Students will be asked to turn in their completed paragraphs along with their graphic organizers.
 Students will be graded on how well they completed the step-up to writing format, their grammar, and spelling. (See
rubric below under assessment strategy section)
Informal:
Students will be able to ask each other for clarification or facts
I will walk around the classroom while students are working on their needed while composing and piecing together their paragraph.
graphic organizers, step-up to writing assignment, and piecing their final Students will also share their final paragraph with their elbow
paragraph together. partners.
Formal:
Students will be graded on their final paragraph and how well they
followed the step-up to writing strategy. They will be graded based
on a rubric.

Student who need extra help will be given the chance to re-do the
assignment. I will address the issues, such as grammar, spelling, or
the formatting of the paragraph and the student will have a chance
to revise their paper for a final grade.

commentary.
student learning:
For the whole class
Students will be asked to refer back to their flow chart, journals, posters, etc., and make a flow map, using illustrations and important
functions that are associated with maps (ex: keys, legends, symbols). Students can also refer back to their previous paragraph they
have just written for various facts and useful information to help them with their flow maps illustrations.
2. Students will be able to share their flow charts and other information they have gathered throughout the unit and share with
group members.
3. Students will be provided with a model so they know what is expected of them and refer back to it should they get stuck
during the assignment.
68
Giving students the tools necessary to help them succeed and stay on track will help them understand and comprehend the information
asked of them. Using strategies such as group brainstorming and flow charts, students can gain the tools they need to complete this
assignment. While working in groups they can use the bubble diagrams to help them complete their, students can then gain/discover
knowledge that their fellow group already knows or has learned, and then they can apply their learning to the activity.
69
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?
I will walk around the classroom while students are Students will be aided with any necessary help when composing their paragraph about
working on their graphic organizers, step-up to writing maps, while using proper sentence structure, spelling, grammar, and punctuation.
assignment, and piecing their final paragraph together.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
This assessment strategy provides evidence of student understanding of the concepts

being taught because I will be aware of what the students are writing and checking of
understanding while they are piecing together their paragraphs.
Student Feedback:
Describe how you will provide feedback to students on this assessment.
I will provide feedback to students while they are working on their graphics organizers
and piecing together their final paragraphs. If I see a student needs help, I will provide
them with suggestions and help finished their sentence or thoughts.
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?
Students will be asses by using a rubric to grade their Students will show their understanding of maps, their purpose, and how to use a map
completed paragraph. while composing a paragraph using correct sentence structure, proper grammar,
spelling, and punctuation.
Evidence of Student Understanding:

Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
Student will show evidence of understanding by completing a paragraph with a topic

sentence, have 2 strong ideas with supporting examples, and a conclusion sentence tying
it all together.
Student Feedback:
Describe how you will provide feedback to students on this assessment.
I will provide feedback using a rubric. See below.
Excellent Proficient Poor

Step-up to Writing Format Student followed all step-up to Student followed most step-up to Students did not follow the step-
writing instructions and it writing instructions, some areas up to writing instructions,
showed throughout their were out of places but included. paragraph was jumbled, and the
paragraph. color sequence did not correlate
with the sentences.
Proper Sentence Structure Final paragraph included topic Final paragraph included topic Final paragraph was missing
sentence, 2 ideas with supporting sentence, 2 ideas with supporting either, topic sentence, 2 ideas
examples, and a conclusion examples, and a conclusion, but with supporting examples, or a
sentence. were not in correct order. conclusion sentence. Not in
correct order.
Spelling, Grammar, Punctuation Final paragraph contained little Final paragraph contained Final paragraph contained
to no errors. spelling, grammar, and significant amount of spelling,
punctuation errors. grammar, and punctuation
errors.

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Understanding my students’ prior knowledge about maps, paragraph formatting, sentence structure, and grammar and spelling is crucial in helping
me plan this unit. Relating students’ knowledge can help activate students minds and help them collaborate with one another on what make for a
70
good solid paragraph.
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
learning.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
students are a huge mentor in helping their fellow students and will urge and aide them to succeed. For this lesson, I have also included a model for
students to follow along with, so there is no questioning as to what is being asked of them. Students can look to their team to help guide them along
this activity.
71
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social Studies One social strategy that works well within the grade level (2 nd grade) that I
Strategy from your text and
explain how it can be used
am interested in is; using graphic organizers. Using this type of strategy
to: helps students organize their thoughts while being able to visually see what
their thoughts and ideas are. Teachers can assign students to read a text
 Extend social studies and ask them to jot down main points of the text they have read. Using a
knowledge, strategy such as a graphic organizer helps students remember key ideas
and helps them visually see what information they have pulled out of the
 Extend literacy learning
text. Using a graphic organizer is also helpful for students to organize their
Engage students at a deeper thoughts and create a greater project, such as a paragraph or poster
level of learning displaying the main ideas. Students who can visually see and refer back to
the ideas and important points they have written down have an advantage
of retaining greater understanding of the material. There are many graphic
organizers that can help students organize their thinking; flow charts, T-
charts, venn-diagrams, bubble clusters, or K-W-L charts.
2.
Select one Literacy Strategy One literary strategy that works well within the grade level (2 nd grade) that I
from your text and explain
how it can be used to: am interested in using in my classroom is; using clusters. Clusters are
used to help organize ideas and gives students a visual of what important
 Extend social studies thoughts and ideas are. There are two kinds of clusters, an organized
knowledge, cluster and an unorganized cluster. An organized cluster is where you ask
students to give several examples to the main idea that they have written in
 Extend literacy learning
the middle. Whereas, an unorganized cluster involves a main idea, where
 Engage students at a students can write as many facts as they feel is of importance pertaining to
deeper level of learning. the topic. I find the cluster strategy extremely useful in helping students
create an understanding of what they are reading. Teachers can assess
students learning by looking at each students’ clusters and making sure
they are comprehending and understanding the material being read. This is
a huge key in making sure your students are on track and understanding
the material before moving on to the next phase of the assignment.
3.
Feedback: Select 2 Using rubrics to provide immediate feedback to students is important
strategies for providing
immediate feedback on
because it gives students some understanding of how they are
learning from any of your successfully or unsuccessfully completing the assignment. I think it is
72
texts. Provide evidence that important for teachers to provide feedback to their students and allow them
it is research based. to make and necessary changes in order to chow clearer understanding of
the material being taught. By allowing students to fix their mistakes and re-
do an assignment, you can provide them with the tools necessary to
master their understanding. Another feedback tool that is helpful in
providing students with immediate feedback are reading logs/journals. By
asking students to write in their journals at the end of a lesson 2-3
sentences about the lesson completed will allow teachers to check for
understanding. You can collect these journals daily or weekly and address
any issues you may have with journal entries with certain individuals.
73

MAPS! Everything You Need To Know and MORE!!!!!: Unit Lesson On Maps-Second Grade Laura Price

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MAPS! Everything You Need To Know and MORE!!!!!: Unit Lesson On Maps-Second Grade Laura Price

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MAPS!

Everything you need to know and

Unit Lesson on Maps- Second Grade

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

15 Girls 13 on free lunch, 1 high average, 7 12 Hispanic, 3 1 Academic needs

Direct Instruction Lesson Plan:

Concept Attainment Lesson:

Generalization Lesson Plan:

CCSS ELA Standard

Academic Vocabulary, Handwriting and Spelling Lesson

Expanding and Enriching Ideas

Connecting and Condensing Ideas

Writing for Information Lesson:

Expanding and Enriching Ideas

Connecting and Condensing Ideas

Legend- an explanatory list of the symbols on a map or chart

State- a politically organized body of people usually occupying a definite territory

United States- geographical name; country North America bordering on Atlantic,

Road - an open way for vehicles, persons, and animals

River- a natural stream of water larger than a brook or creek

Mountain- an elevation higher than a hill

Lake- a large inland body of standing water

Trails- a path marked to show a route

SWEENEY, JOAN. ME ON THE MAP. DRAGONFLY, 2018.

I wish could drive on Pacific Coast Highway.

 Vocabulary - List key vocabulary terms needed for this lesson

 State the objective in behavioral terms, as follows:

 List the standards met by this objective.

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

3. ASSESSMENT STRATEGY (10 points)

Excellent Satisfactory Poor

4. LESSON OPENING/PURPOSE (5 points)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 Ask students to click on the Padlet link.

 Ask students to open joinpd.com

 Go over the googleslides as a class.

 Show students the front cover to Me on the Map.

 Read Me on the Map aloud.

 Record what students have learned so far about maps.

 Keep the KWL chart displayed for future use.

 RESTATE OBJECTIVE IN STUDENT TERMS

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

Explain how your strategy incorporates EL student’s background.

 Go over vocabulary words

 MODELING SDAIE: Demonstrations and modeling

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

 GUIDED PRACTICE STRATEGY

7. CLOSURE EL/SDAIE: Questioning for review

Learning facts about______Maps____________.

What a legend means

Excellent Satisfactory Poor

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

 With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

Students with Specific Language Needs

 We will be using an interactive Padlet app, so students with

10. ATTACHED STUDENT WORK: See notebook for student/class work.

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation

Learning facts aboutMaps______.