Field Experience Lesson Plan

I. Unit/Lesson #: Community/ Social Studies Lesson 1

II. Lesson Topic/Title: Mapping Skills

III. Grade Level: 3rd grade

IV. Language Level: intermediate (30 minutes)

V. Standards (NE ELP): Students will construct meaning from oral presentations and
literary and informational text through grade-appropriate listening, reading, and
viewing. (2-3.1)
Students will participate in grade-appropriate oral and written exchanges of
information, ideas, and analyses, responding to peer, audience, or reader comments
and questions. (2-3.2)
Students will speak and write about grade-appropriate complex literary and
information texts and topics. (2-3.3)

VI. Academic (Content) Objectives: Think on Academic Language Skills (CALP):

Students will locate places on the map and globe to include
city/county/state/country/continent/ocean.

VII. Language Objectives (Combination of language skills, vocabulary, grammar):

Students will use key vocabulary (city, county, state, country, continent) to label a
map.

VIII. Content Standards:

Students will locate places on the map and globe to include
city/county/state/country/continent/ocean. (SS: 3.3.1.d, SS: 3.3.1.e)

IX. Materials: Map (world, country, state), globe, worksheet, scissors, glue, markers
Maps- Author Unknown. (1998). The complete book of maps and geography: Grades
1-6. Ashland, OH: American Education Publishing.
Worksheet manipulative: https://www.teacherspayteachers.com/Product/Me-on-
the-Map-Circle-Book-EDITABLE-464938

X. Procedures: Name ESL strategies that you are using in each section

A. Into
Anticipatory Set: How will you excite the students about the learning?
Introduction – Conceptualization
Link to Previous Learning and Background Knowledge
To get the students excited, the teacher will show them the manipulative and
how it works. We will talk about their city and the things they see in it. The
teacher will then introduce the key vocabulary.

B. Through
Instructional Input: What will students learn? How?
(Model, bridge, connect, schema, scaffolding)
Guided Practice- After teachers model, students are supported
as they practice.
List specific strategies you will use to support student learning
 Visuals-The teacher will use a map (and globe) and walk the class through the
vocabulary.
The teacher will also give the students a map to label as the teacher points
out and discusses the vocabulary to use as a reference and study guide.
Model- The teacher will present her manipulative and point out key
vocabulary and how it works. The students will then cut/glue/color pieces of
manipulative.
Pair/Share- Teacher will pair up students. The students will help each other
assemble the manipulative and share with each other.

C. Beyond (Application/Enrichment/Follow-up)
Independent Practice: What do students do independently to reinforce
their learning?
How is learning extended to future learning and to the context of their life?
Students will be able to study the vocabulary using the manipulative. They
will be able to remember their city/county/state/country/continent in which
they live.

XI. Assessment: How will students demonstrate that they have met the standard?
Students manipulative will look like the teachers and they will be able to use it to
study for a quiz covering the material.

Procedure:
1. Introduce key vocabulary: neighborhood, community, city, county, state, country,
continent, map, globe
2. Teacher will locate key vocabulary with the assistance of the class. The class will
label on a map/worksheet at their desk to have/use for future reference.
3. Introduce project and model what the final manipulative will look like and how it will
be used in the future.
4. Check for understanding.
5. Have the students get out their glue/scissors/markers while teacher passes out the
worksheet.
6. Have the students cut/glue/label all the circles for the manipulative.
7. As a class watch the teacher model how to put the manipulative together.
8. Pair the students together to help one another put their manipulative together.
9. Have the students share with one another their final product.
10. Instruct the students to use the manipulative to study for a quiz in the following days.