Name: __Josue Ayala______________________________ Date lesson taught:____10/14/2020__________
Content Area: |
Course Title & Grade Level: |
Standards: SS.6.16. Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics. |
Objectives: Content—
Students will be able to read a map and look at the key components like the
Title, Scale and Compass Rose. Students will be able to decipher between the
different kinds of maps like a physical or human map. We will provide real
life examples in order for them to understand the importance of knowing how
to read a map. Language— Students will be able comprehend and use terms
like map title, scale, compass rose, borders and grid and the legend. They
will be able to use the knowledge of those terms and be able to identify them
on the map. Student-friendly— I can read
a physical map by looking at the title and identifying what the map is about
and then use the other terms to be able to read the map. |
Assessment: Students will be
given a formative where they will be able to locate important key words on a
map. I will determine if students have met the objective when they are able
to identify those keywords. Online learners will have to complete a worksheet
on questions that ask them to learn about different kinds of maps. I will
determine that students have met the objective when they get a satisfactory
grade on the worksheet or in person assessment. |
Proactive
Management: Students will be
expected to listen closely to the first part of class, as I will have to
lecture them. In order to keep them focus and on task I plan on using
examples or personal stories in order to have them be listening. Online
learners will have to be listening to me but also taking notes. |
Instructional
Strategies: Direct Instruction is going to be an instructional strategy
that is going to be incorporated into the lesson. Another instructional
strategy that will be on display is independent study. Students will have
time to work on their own. |
Note Taking
Strategy: Students will be using guided notes. |
Questions: How do you identify
the difference between a physical map and a human map? What is a scale? |
Anticipatory Set: Bell work and write
the agenda for the day on their agendas. |
The Lesson: Outline of procedures including content, UDL,
transitions, directions, pacing (provide estimated time), questions, check
for learning, etc. Think detailed “sub-plan”. Your plan should be easy to read
and reference while teaching. Avoid writing paragraphs. 1) Bell work and Agenda - 5mins 2) Video – importance of a map 3) Lecture slides 4) Map worksheet 5) Assess the students on their understanding of how to read a map. GGR Framework- independent 6) Conclusion of class |
Closure: I
will finish class by giving the students time to work on their worksheets Procedural— Be quiet in there seats. Content Summary— Students should have some prior
knowledge or have heard of the keywords at some point. We are building on
their knowledge by walking them through the process of reading a map. I will
also make them important that reading a map is always an important skill to
have even when we have technologies like Google Maps. By the end of the
lesson they should know the important keywords that are associated with
reading a map. |
References: Mentor Teacher |
Lesson Plan
Reflection (required):
1)
Highlight Culturally Responsive Teaching (CRT) components
within your lesson.
Write a paragraph
(3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate
students?
I will demonstrate
high expectations by asking the students to follow along with me in the
activity. For the formative to work in the end it will be important for
students to follow the necessary instructions. Learning how to read a map is
still something that can help the students navigate. Students play video games
and navigation is key. I plan to motivate the students by asking them to do
their best work during the activity. I understand that some students will not
be able to get all of the instructions at once, I will be responsive in having
everyone on the same page.
2)
Italicize Universal Design for Learning (UDL)
components within your lesson.
Write a paragraph
(3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did
you differentiate to meet the needs of ALL learners?
I plan my lesson
to be a representation for everyone. I will verbally be detailing the
instructions but also visually. This way I can accommodate students that
learn different. My instruction will take about thirty mins giving time for
everyone to have the ability to finish the activity on time. For students who
are in the back of the classroom, they are going to be able to see the smart
board be able to follow along. The students will be engaged due to the
hands on activity that will be use to explain the concepts.