Name: __Josue Ayala______________________________    Date lesson taught:____10/14/2020__________

 

 

Content Area:

Course Title & Grade Level:

Standards:  page38image2442821616

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.