Holly Hvidsten Sip: 2nd Grade: Maps and Globes

This Social Studies unit was taught on consecutive Thursdays beginning February 20, 2014 and ending April
2, 2014.
Holly Hvidsten Sip

Dixie State University
2nd Grade: Maps and Globes
TABLE OF CONTENTS
Contextual Factors...2-5 Unit plan.6-8 Lesson Plan 1: Maps and Globes9-12 Lesson Plan 2: Map Tools.13-16 Lesson Plan 3: Home on the Map17-20 Lesson Plan 4: Major Parts of the World...21-24 Lesson Plan 5: Make a Map.25-28 Lesson Plan 6: Community Cultures..29-32 Analysis of Student Learning..33-39 Reflection and Self-Evaluation40-44 Appendix A: References.45 Appendix B: Pre/Post-test and Available Formative Assessments46 Appendix C: Assessment Examples from Students 10, 5, and 3..47
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Contextual Factors In the second grade classroom I have been assigned to for student teaching, there are 17 students. Ten of these students are boys and 7 of them are girls. The majority of the students in my class are white but there are three students who are at least part Hispanic/Mexican. Two of these students havent ever received ELL services because they only speak English. One of the three minority students has received ELL services in the past but doesnt take part in them any longer. He is very proficient in English but when personally asked about Spanish, he says that he cannot speak it. I have spoken with the ESL coordinator at the school and she said that his mom speaks Spanish but he does not and she prefers to keep it that way. When teaching, I will approach this student differently because of his ELL background. Incorporating the features of SIOP is crucial for this student especially because he no longer receives ELL services. I have found that visuals often make all the difference so I will incorporate as many visuals as possible during whole group instruction so he doesnt fall behind. When teaching this student in small group instruction, I will offer explanation of the task or content in multiple ways and make sure that the goals are visible. I also feel like it is crucial to relate the knowledge to something concrete that he has seen or experienced so that he can make a solid connection with the information. SIOP encourages using many different techniques and strategies to reach the learner and I think that will be the key to helping this student achieve success. I also feel it crucial to help this student learn through doing and manipulating objects as well as incorporated all aspects of language into each lesson. I believe that simply putting a
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little added effort into teaching this student through the components of SIOP will help make up for the deficit in external resources for his language development. While there may not be any issues with ELL students needing extensive language services in this class, there are definitely other exceptionalities that involve language services. One boy receives language services from a speech specialist each day per his IEP. These services pull him out of the classroom for reading as well as math for close to two hours each day. This students speech condition prevents him from understanding directions that may be clear to other students and he also struggles immensely with pronunciation. While this student is in my classroom, I can provide additional instruction one-on-one as often as possible. I can also work to personally get to know this student so that he wants to put forth the extra effort it requires for him to. I believe that encouragement and praise will be key for this student. There is only one student with a physical impairment in this class and she is deaf in one ear. This doesnt impose any large complications other than seating arrangements and voice levels to ensure that she is not at a disadvantage. Three of the boys in this second grade class have been tested and identified as GATE students. Two of these boys are highly intrigued and motivated by technology while the other gravitates more towards reading and hands-on experiments. All three of these students attend a one hour activity twice a week with the GATE specialist where they are able to choose specific topics that interest them, do research, create projects, and harvest their advanced thoughts. In the regular classroom, I can provide extensions for these students using the available technology, pair them with another student to mentor, and modify assignments to make sure
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that they are appropriate for them. I think that pretests will be a huge part of determining how I need to make modifications and accommodations for these students. These students dont have a lot of exposure to multicultural perspectives in this class so I think that it is crucial to emphasize the importance of it while I am student teaching. I think that I can do this effectively by first getting to know the students and their backgrounds. This may take some work on my part to get facts from the teacher as well as information from the students but I know it will pay off in the long run. Once I feel like I understand my students, their quirks, their interests, and their backgrounds, I will be able to appeal to them in my planning, instruction, and assessing. In order to meet the needs of all of the students in the class and show them how important and positive our differences are, I want to plan my lessons to appeal to each student individually. I will plan with their faces in my mind and their interests at heart. There are students of all kinds in this class despite their rather neutral cultural backgrounds and I plan to bring that out as much as possible. While past academic knowledge for this class wasnt widely available for my use, I am able to disclose that the majority of the class sits on the borderline of average and slightly above average. In reading, five students are below grade level as established by the district testing officials. In terms of the same testing results, seven students are on grade level and five students are above grade level in reading. These levels are also supported through guided reading tests and reading records that are performed often. My mentor teacher obtains the students mathematics levels based on how they perform on the My Math exams. She doesnt have a straight level for each of them as she does for reading, however their levels and abilities
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do range from below average to above average. Due to the differing content of each chapter test, I was not able to obtain a set level for any of the students in mathematics. In terms of overall grades on a scale from zero to four, three students are rated 4, six students are rated 3+, and 10 students are rated 3. Attendance is not much of an issue in this class besides the occasional absence that each child obtains throughout the year. There is one student though who raises a red flag. This student has been absent 90% of the Mondays since he transferred to this school. He is also frequently late and is pulled out early on average, once a week. It is known that in first grade, his mother would pull him out monthly for a week or longer to go to Mexico and visit his father and it is clear that this has put severe strains on his academic growth as well as his attitude towards being in school. There are many different behavioral and discipline issues within this classroom. There are currently three students who are diagnosed with attention deficit hyperactivity disorder as well as one student who shows severe signs of ADHD behavior but hasnt been diagnosed or treated. Two of the ADHD students are very disruptive during class and they all struggle to follow the rules and respect other students. One girl is currently going through testing for a learning disability and currently shows signs of severe anxiety during academic work. The student who was previously mentioned due to his often scarce attendance is very easily distracted and angered. He does become very mean when upset and he struggles greatly to keep his hands to himself. This class provides multiple opportunities for differentiation throughout the day, to say the least. The subgroups that I will address through my differentiation and modifications are: special need students, which includes the low-level learners, GATE students, and gender.
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN

Teacher Candidate Holly Hvidsten Grade Level 2nd Content Area Geography
Step 1 DESIRED RESULTS

A. Contextual Factors
17 students : 7 girls and 10 boys 1 SPED student 1 (very advanced) ELL student 3 GATE students 1 hearing impaired student 3 diagnosed ADHD students 1 student is frequently absent and angered easily Classroom environment:
Students are arranged in tables facing the white board. Rug and Easel are in the back of the room. Smart board, computers, and iPads are available around the room. Students earn coyote cash for good behavior and good work, and they keep it in their pencil boxes on their tables.
B. Utah State Core or Common Core Curriculum Standard
Standard: Students will use geographic tools and skills to locate and describe places on Earth. Objective 2: Demonstrate geographic skills on a map and a globe. a. Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose). b. Compare and contrast the difference between maps and globes. c. Locate your city, the State of Utah, and the United States on a variety of maps or on a globe. d. Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator. e. Use a map or a globe, link cultures/nationalities within your community to their place of origin. Social Studies Vocabulary Students Should Know and Use: Globe, map, legend/key, compass rose, continents, oceans, poles, equator, culture, community
C. Enduring Understanding/Big Idea
Students will understand when and how to properly use information on a map and a globe to locate places in the world.
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D. Essential Questions/Guiding Questions
How do the tools on a map help me use it? What is the difference between a map and a globe? Where are the United States, Utah, and St. George on the map/globe? What are the seven continents? Five oceans? Two poles? Where are they? What is the equator? Where do our community cultures come from? Where are those places on the map?
E. Concepts
How a map key or legend helps you read a map. How to use a compass rose. How maps are different from globes. Why maps are useful. How to use tools to locate places on a map/globe. What the seven continents, five oceans, two poles and the equator are. How our community has many different cultures and where they come from.
F. Skills
Read a map using the provided tools. Explain how to find a location on the map. Utilize a compass rose for direction. Identify the seven continents, five oceans, two poles and the equator. Discuss the differences between a map and a globe. Identify the different cultures in our community. Define: legend, key, compass rose, culture, nationality. Create: a functional map. Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments
Pre-test (10 multiple choice questions, accommodations will be made) Questioning
2. Formative Assessments/Evidence
Venn Diagram on maps and globes Discussion Observation during Around the World activity Barefoot Island map Write up on finding U.S., Utah, and St. George Fill in the blank maps Brainstorming webs Personal maps Culture lists and research
3. Summative Assessments/Evidence
Posttest: Same as Pretest

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Questioning Presentation of maps
Step 3 Lesson Objectives with Instructional Strategies Lesson 1: I can explain the differences and similarities between a map and a globe and their purposes. Unit Pretest on maps and globes Read aloud Map on my Lap by Dr. Seuss Venn Diagram with maps and globes Discussion on the usefulness of maps and globes and when to use them. Lesson 2: I can identify, use, and explain the purpose for tools on a map. Discussion on how map tools help us (create a class list of ways) Create a t-chart using the vocabulary symbols, key, and compass rose to further discuss their meaning and purpose. Barefoot Island group mapping activity. Adventure Island interactive game using symbols. Lesson 3: I can locate the United States, Utah, and St. George on a map and a globe. Presentation of different kinds of maps and how to locate places on each one. Finding me on the map on a variety of maps and the globe. Around the world group activity. Lesson 4: I can locate and label major parts of the world on a map. Learn Seven Continents song as a class Video on locating the continents and oceans on the map SMART board presentation for identifying the continents, oceans, poles, and equator (students click on continents, oceans etc. and hear the name at first, then just the first letter, then they fill it in) Asphalt world-continent game outside. Blank maps to fill out with these major features Lesson 5: I can create my own map with tools. Model the details necessary for the map Brainstorming webs to decide what to include on their map. Presentation of maps in class Lesson 6: I will know some of the cultures in our community and where theyre from. Make a list of the different cultures in the community and share personal culture story. National Geographic research on Mexicans, Europeans, and Native Americans. Summarization and review of maps and globes Unit Posttest
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title Maps and Globes CONTEXTUAL FACTORS (classroom factors)
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2b: Compare and contrast the difference between maps and globes. Content Walk-Away: I will know how maps and globes are different and how they are the same. Language Walk-Away: I can explain and write the differences and similarities between a map and a globe. Vocabulary:
Venn Diagram, Globe, Map

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Venn Diagram, discussion between students and with me, participation in the map and globe song.
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Content Walk-Away Evidence (Summative): Students will complete a ticket out the door with at least one difference or similarity between maps and globes. Language Walk-Away Evidence (Summative): Students will discuss the topic with the class, tell a partner one reason maps and globes are different or the same, and write on their ticket out the door.
Appropriate seating on the rug. Provide personal copies of the song for ELL and struggling students. Scaffolding/Prompting through activities and ticket out the door.
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Approx. Time 15 mins
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge **Unit pretest administered preceding this lesson. Students were told that if they didnt know the answers, skip them and that is what we will learn about. Read Dr. Seusss Theres a map on my lap book to introduce the key parts of reading and using maps and globes. Todays goal is I will know how maps and globes are different and how they are the same. Say it with me. SIOP 1,2,3 Our vocabulary words are map, globe, and Venn Diagram. Ooh that last one is weird, lets say it again. SIOP 9 Explain how we are going to use the Venn Diagram. Go over defining posters for maps and globes and relate to last weeks use of the Venn Diagram in language arts to compare two stories. SIOP 7, 8 We are going to do that same thing with maps and globes! Draw Venn Diagram and label while thinking aloud and asking students if they remember what goes in the middle. Formative assessment: Learning Goal Students will be familiar with the vocabulary terms and know our goal for the lesson. Success Criteria Students will repeat the words and goal with me and recall on their experience with Venn Diagrams. Assessment Strategy I will watch for participation and ask for examples/definitions in their own words.
10 mins
Modification/accommodations: (ELL, IEP, GATE, etc.) Ask GATE student what a Venn diagram looks like, point to the words on the goal for ELL and struggling students to follow along. Keep hearing impaired student near the front while reading the book. (Appropriate seating) Focus Lesson (I do it) Refer back to the book and explain the purposes for maps and globes in depth. Use a real map and globe to show how you would use it, make it concrete in their minds! SIOP 4, 20 Share personal story of using a map when a globe wouldnt have been helpful and explain why. Think in your heads one time when you have used a map and tell your partner next to you. SIOP 7 Formative Assessment: Learning Goal Students will understand how a map and globe are useful in different ways.
Success Criteria Students will be actively listening and watching as I interact with the map and globe and explain their purposes.
Assessment Strategy I will watch for participation and to make sure they are listening. I may ask them to repeat what Ive said to check.
7 mins
Modification/accommodations: Ask a couple of ADHD students where they are from and connect with it on the map to keep them interested. Guided Instruction (We do it) Construct Venn Diagram on the easel by asking for ways that a map and a globe are different first. Add essential reasons if they are not mentioned by the students. Continue on to how the two are the same as the topics are discussed. SIOP 29, 30 Introduce map and globe song to help us remember a couple of the purposes and characteristics of maps and globes. Practice a couple of times as a class. SIOP 6, 22
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Formative Assessment: Learning Goal Students will be able to list differences and similarities of maps and globes.
Success Criteria They will verbally give differences and similarities to add to the Venn Diagram.
Assessment Strategy I will ask the students for things to add to the chart and ask for explanation if needed. I will also watch for participation when singing.
7 mins
Modification/accommodations: Provide copies of the words for ELL students to hold as we sing. Have GATE students come up with simple actions for the words as we sing. Point to words for struggling and SPED students. Ensure all are participating by starting over if they arent try ing to sing. Collaborative/Cooperative (You do it together) Assign students a partner and challenge them to come up with as many differences and similarities between maps and globes as they can. SIOP 12, 17, 22 When they have done so, have them read the lyrics of the song together and sing them two times through as the rest of the class finishes. Formative Assessment: Learning Goal Students will know several differences and similarities between maps and globes. Success Criteria Students will work together to compile a list of differences and similarities and use the song to help them. Assessment Strategy I will walk around and listen in to conversations and ask prompting questions when needed.
5 mins
Modification/accommodations: Appropriate grouping: SPED student with high average student, GATE students with average students, ELL student with GATE student to keep him focused. Independent (You do it alone) Okay, its time for your ticket out the door! This will be super quick and easy for you to do because you have been talking with the class and with your partner about it! Your ticket out the door looks like this. Model on the Elmo. You need to make sure that your name is on the bottom and you write one way maps and globes are different or the same on the lines. How many things do you have to write? Is it okay to write more if you can think of more? Totally! SIOP 5, 11, 21, 22, 30 Summative Assessment: Ticket out the door assessment will be completed before they leave for recess. Modification/accommodations: Oral answer for SPED student, challenge GATE students to write multiple differences AND similarities. Prompt ELL student but still have him write his answers. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Awesome, I cant wait to read those! Now lets look back at our goal for today. Read it with me. Show me a thumbs up if you feel like you know how a map and globe are different and how they are the same. Take a few answers from students. Review vocabulary words. SIOP 27, 28, 30 Lets try our song one more time since youve practiced with your partners now.
4 mins
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SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Map and globe song lyrics, make sure to call on variety of students but enforce raising hands, Big paper for Venn Diagram, Map on my lap book. 40 minutes.
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I can reflect on this lesson through analyzing the assessments and seeing if the students were able to retain some of the differences and similarities of maps and globes. In the future, I will have them interact with the maps and the globe more so they are more hands on exploring the features. The time at the rug was very effective and I think introducing the unit with the book was great! The pre-test was pretty stressful before the lesson so I would definitely incorporate a brain break before going into a lesson if I were to do this again. Next time I need to be stricter on management and not letting them interrupt so much. I think I should implement assigned seats on the rug!
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title MAP TOOLS CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 17 students : 7 girls and 10 boys 1 SPED student 1 (very advanced) ELL student 3 GATE students 1 hearing impaired student 3 diagnosed ADHD students 1 student is frequently absent and angered easily Classroom environment:
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2a: Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose). Content Walk-Away:
I can identify, use, and explain the purpose for tools on a map.
Language Walk-Away: I can write the tools that are on maps and explain how they help us. Vocabulary:
Compass rose, legend/key, symbols

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): I will ask questions to check for understanding, monitor while the students are working together and make frequent eye contact to ensure participation.
Content Walk-Away Evidence (Summative): Students will complete their ticket out the door by writing three tools on a map. Students will also work to complete Barefoot Island as groups. Language Walk-Away Evidence (Summative): Students will write the three tools on a map and verbally explain them.
Ask gifted students how to label a compass, provide visuals for struggling students, make sure that the grouping configurations support the high and low levels.
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Approx. Time 7 MIN

Activate/Building Background Knowledge Remember how we talked about maps and globes last week and we learned that little song? I want to see if you can remember it, lets try it! Sing map and globe song together. SIOP 8 Wow, you really blew me away with that! Today we are going to dig a little deeper into maps and globes and learn more about how to read them using tools. Our goal for today is I will be able to identify and use tools on a map. Have students repeat the goal. SIOP 1,2,3 Our vocabulary words are compass rose, legend, and symbols. Point and have students say the words. SIOP 9 I thought it would be way more fun to let some robots introduce this lesson to you though so everyone turn and face the board! Play robot video of map tools and point out the vocabulary words that they use and define! SIOP 4 Formative assessment: Learning Goal Students will recall the purposes of maps and globes and be familiar with the vocabulary words and goal for the lesson.
Success Criteria Students will sing the map song and watch the robot road trip video.
Assessment Strategy I will watch for participation during the song and ensure that all students are watching the video as I emphasize the essentials.
Modification/accommodations: (ELL, IEP, GATE, etc.) Give copies of the lyrics to low level learners who havent quite caught on.
7 MIN
Focus Lesson (I do it) The three tools on the map that we are going to focus on today are the compass rose, symbols, and the legend, which is also called the key. Wait! Remember when we made our picture graphs yesterday in math? What was the most important part of the picture graph? Wait for key. The key! What did our key on our graph do for us? It does the same thing on a map! SIOP 7, 8 The robots used the word legend, say it with me. Read definition poster for legend and give the synonym key. Read other vocabulary posters for symbols, and compass rose. SIOP 9 These are our map tools that help us use a map. We use tools like a hammer to help us nail things into walls and we use tools like a legend or symbols to help us read maps. Formative Assessment: Learning Goal Students will be familiar with the three key tools on the map. Success Criteria Students will say terms and actively listen for their meanings and purpose. Assessment Strategy I will make eye contact to ensure that everyone is saying the words and paying attention.
10 MIN
Modification/accommodations: Make sure Madison is near the front, keep add students near but not together. Guided Instruction (We do it) Now we are going to make what is called a T-chart. Whats it called? On this side of the Tchart is the name of the tool an on this side of the T-chart, we are going to write how it helps us. SIOP 6 Pointing to the chart on the easel while explaining. Write compass rose, symbols, and legend and ask students how they think they help us read the map. Stop on compass rose and ask about directions, refer back to the video and see if any students know which direction
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goes where on the compass. Continue on. SIOP 29 Formative Assessment: Learning Goal Students will know the purpose of the map tools. Success Criteria Students will verbally give ways that the tools help us. Assessment Strategy I will ask questions and ask students to give details in their answers.
5 MIN
Modification/accommodations: Ask gifted students about specific symbols on a map legend, ask low level learners point to answers on map/compass rose. Collaborative/Cooperative (You do it together) I do Display Barefoot Island on the Elmo and ask them to identify the legend, the symbols, and the compass rose. SIOP 4, 6 Focus on the symbols and show them what they each represent. If we had to write out what each symbol met all over the map, it wouldnt be very easy to read, would it? The symbols or pictures make it easy to read and the legend tells us what each one means! Model how to create their own island and what symbols they might want to include. SIOP 10, 11 You do it together Now you are going to make your own barefoot islands at each of your tables. SIOP 20, 21 You each need to put three symbols on your legend. How many each? I will be around to help you if you need it and I will leave this barefoot island on the board so you can use if for ideas too. SIOP 12 We will only have time for you to put your symbols on the legend and then we will finish them next time. How many symbols each? SIOP 16, 17 Formative Assessment: Learning Goal Students will know what symbols might look like and why they are important on a map. Success Criteria Students will complete the Barefoot Island legend with their table groups including 3 symbols each. Assessment Strategy I will walk around and formatively assess their deliberations on symbols.
10 MIN
5 MIN
Modification/accommodations: Grouping configurations! Allow low level students to write one symbol and pass the paper on if they are taking too long. Prompt students with ideas by telling about places I go in St. George. Independent (You do it alone) Your ticket out the door today is to write the three tools of the map that we talked about today. For bonus, you can label the tool that looks like this ( draw compass) with the directions it shows. SIOP 22, 29, 30 Summative Assessment: Ticket out the door listing the tools of the map. Modification/accommodations: Two tools from low level students, have gifted students label a compass rose and map legend. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Look back at vocabulary posters, review goal as a class, have the students tell their shoulder partner one tool on the map as they leave. SIOP 27, 28
5 MIN
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SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Map song lyrics, vocabulary definition posters, barefoot island activity, 45 minutes!

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? This assessment will show me if the student understand the key parts of a map and essentially, how to read one. The definition posters were very effective because they really enforced the words. The lesson really was vocabulary centered because the content was knowing how to implement the tools and they had to know the meaning of them first. However, I think that the activity would have been more effective if it were assigned individually because these kids just dont do very well when forced to share responsibility.
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title Home on the Map CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 18 students Ronnie, Skyler, Nicolas are advanced ELL students Brennen has IEP for speech Madi is deaf in one ear Trevor, Luke, Kurt, Tyler, Rylee and Josilyn are advanced learners Several students are off and on medication for ADD Classroom environment: Students earn coyote cash individually and chain links as a class for good behavior. Students are arranged in tables and spend a lot of time on the rug in the back of the room.
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2c: Locate your city, the State of Utah, and the United States on a variety of maps or on a globe. Content Walk-Away: I can locate the United States, Utah, and St. George on maps. Language Walk-Away: I can label the United States, Utah, and St. George on maps. Vocabulary:
City, state, country

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Discussion monitoring, asking questions for understanding, popping in on group discussions.
Specific grouping arrangements to foster attentiveness. Established extensions on the map quiz for advanced students. Read the questions to struggling students.
Content Walk-Away Evidence (Summative): Students will complete the map quiz to show their knowledge of locating the United States, Utah, and St. George on them. Language Walk-Away Evidence (Summative): Students will discuss questions with their groups and write where the places are located on their map quiz.
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Approx. Time 7 MIN

Activate/Building Background Knowledge Last week we learned about the differences between maps and globes and how to use map tools. Who can remember one tool that we use when we read maps? SIOP 8 Today we are going to talk about three pretty awesome things or places and guess what? They can all be found on a map! Talk about how awesome the U.S. is and then Utah and then St. George and lead into how to find them on the map. SIOP 7 (In discussion) Okay, now that we know the three awesome places, our goal for today is I can locate the United States, Utah, and St. George on different maps and the globe. Lets say it together! SIOP 1,2,3 Our vocabulary words are city, state, and country. Ask what city, state and country we live in after each word and have them repeat. SIOP 9
Formative assessment: Learning Goal Students will recall previous mapping lessons and be familiar with the terms city, state, and country and what they mean to us.
Success Criteria Students will answer questions about previous lessons and repeat the vocabulary words and meanings.
Assessment Strategy I will ask questions regarding prior knowledge and ensure that all students participate in the vocabulary routine.
Modification/accommodations: (ELL, IEP, GATE, etc.) Ask advanced students about the directions of the compass and how we remember them. Make sure that Brennen and Skyler are near the front to ensure they are paying attention. Focus Lesson (I do it) Use different map types and the globe to show where Utah and St. George are. Explain that we can use tools to find them on different maps. Use google earth to demonstrate finding the U.S., then the state of Utah, and then St. George. SIOP 4 Formative Assessment: Learning Goal Students will know what the U.S., Utah, and St. George look like on different maps.
10 MIN
Success Criteria Students will observe and direct me to the U.S., Utah, and St. George.
Assessment Strategy I will watch for participation and ask questions to ensure understanding.
Modification/accommodations: Proper seating arrangements. Guided Instruction (We do it) Go through different kinds of maps with the students and have them study them before raising a hand to answer where the U.S., Utah, or St. George is. Have students explain how they know and look for answers including characteristics like shape, location, map tools. SIOP 10, 11, 30
7 MIN
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10 MIN
Formative Assessment: Learning Goal Students will know what the U.S., Utah, and St. George look like an where they are located on maps.
Success Criteria Students will study and answer corresponding questions with each map.
Assessment Strategy I will ask the students questions probing for deeper thinking.
Modification/accommodations: Ask Ronnie a question to keep him engaged, take an answer from Nicolas so he isnt discouraged. Collaborative/Cooperative (You do it together) Around the world activity: four centers (N,S,E,W) with a type of map (globe, world map, country map, state map) and corresponding questions to answer. Students will rotate every two minutes! Explain how rotations work explicitly! SIOP 6, 10, 11, 16, 17, 20, 21, 22, 29 Formative Assessment: Learning Goal Students will be able to locate U.S., Utah, and St. George on a variety of maps. Success Criteria Students will work as a group and answer the questions at each center within the time limit. Assessment Strategy I will walk around the room monitoring their discussions and answers to the questions at each station.
7 MIN
Modification/accommodations: Pre-determined grouping configurations, assign a reader in each group to read the task cards at each station Independent (You do it alone) Students will return to desks and complete map quiz individually. SIOP 21, 22, 30 Summative Assessment: World, Country, and state map quiz. Modification/accommodations: Extensions for advanced students (name multiple states, cities, continents etc.) Read the questions for struggling students. SIOP 5 Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) SIOP 16 Students will compare their paper with their partners and discuss their answers together. Review goal and vocabulary words together and determine whether or not they feel as if they have met them. SIOP 27, 28
5 MIN
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
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Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Around the world questions, explicitly explain the activity, maps, map song, quiz. 40 minutes

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? The students performed very well on the assessment, which further validates my view on learning through hands-on activities. The advanced students could have used even more of a challenge but having them be the designated readers in their groups kept them engaged. Pre-determined groups were very effective. The discussion on explaining how to find Utah was great and made the concepts concrete while allowing student to explain in their own words. I should be sure to be VERY explicit when explaining how stimulating activities will work before allowing it to begin because there was some chaos at first.
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title Major Parts of the World CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2D: Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator. Content Walk-Away: I can locate and label the major parts of the world. Language Walk-Away: I know the names of the major parts of the world and can label them. Vocabulary:
Continent (names of continents), names of oceans, poles, equator

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation during video to make sure they are paying attention, watching for participation in song, questioning while they are participating in SMART board activity, observing and interacting with students during the asphalt world map game. Content Walk-Away Evidence (Summative): Students will label the major parts of the world on a map. Language Walk-Away Evidence (Summative): Students will say, label the major parts of the world and sing the continent song.
Appropriate grouping. Assign a partner for IEP student. Have advanced students go together and have them model where to go outside.
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Approx. Time 10 mins

Activate/Building Background Knowledge Begin by singing the maps and globes song again with the students. Talk about the differences in maps and globes and what we learned about finding places on each of them. SIOP 8There is one thing that maps and globes do have in common! The major parts of the world. Introduce the seven continents while pointing to them on a map/globe, as well as the oceans, the poles, and the equator. Remember the continent song that Mrs. Rubio taught you back in October? SIOP 8, 9 Lets see if you can remember it! Show the words to the continent song on the board (students learned this in the beginning of the school year) and lead the students in the song. Our goal for today is I can locate and label the major parts of the world. Say it with me. Our vocabulary words are the names of the major parts of the world! SIOP 9 I can tell you know the continents pretty well so this will be a cinch! SIOP 1,2,3 Formative assessment: Learning Goal Success Criteria Assessment Strategy Students will recall Students will sing continent I will watch for participation. continent song and know song and repeat goal our direction for the lesson. together. Modification/accommodations: (ELL, IEP, GATE, etc.) Point at words as we sing so struggling students can follow along. Ask GATE students the poles, equator, and oceans.
10 mins
Focus Lesson (I do it) We are going to learn all about these major parts of the world today and how to find them but I thought it would be more fun to let some robots introduce it! Play Rockbots and the Globe video SIOP 4and point out the major parts of the world that it introduces. Pull up SMART board presentation of the continents on the world map and label each major part of the world. Go in the same order as the continent song so it all flows. SIOP 11 Formative Assessment: Learning Goal Students will see where continents, oceans, poles, and the equator are located. Success Criteria Students will actively watch video and see me label them. Assessment Strategy I will observe for attention and ask questions as needed.
5 mins
Modification/accommodations: Ask GATE students before removing the cover on the label. Have struggling students repeat the continent name after me. Guided Instruction (We do it) Ask for students to come up and participate in the SMART board activity. Students will choose a continent, ocean, or other major part of the world to name and click on it to uncover the answer. Go through and show the same part they label on the map, with the globe after each one. SIOP 13,29,30 Formative Assessment: Learning Goal Students can identify the locations of the major parts of the world. Success Criteria Students will place labels where they belong on the map. Assessment Strategy I will watch for participation and provide feedback for answers.
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15 mins
Modification/accommodations: Ask GATE: Europe and oceans because they are harder. Ask Struggling students: North America and the Equator. Call on students who are well-behaved ONLY. Collaborative/Cooperative (You do it together) Take students outside to the painting of the world on the asphalt. Model how I will sing the continent song and go to the continents in that order. Split the students up into four groups and let them try it. After all of the groups have done the continent song, choose one student to call out continents, oceans, poles, and the equator for the first group. Continue this way for each of the groups, choosing a new student to call out for each one. Allow the students to run through this a few times before asking them to form the equator and return to class. SIOP 4,6,16,21,29,30 Formative Assessment: Learning Goal Students will know where the continents, oceans, poles, and equator are on the map. Success Criteria Students will move to the corresponding part of the map. Assessment Strategy I will call out the places and see if they know where to go.
7 mins
Modification/accommodations: Grouping SIOP 17 Run with struggling students so they dont feel pressured too much to get it right. Independent (You do it alone) Let students watch the rockbots video once more before handing out the blank maps for them to label and answer questions about. SIOP 22Encourage them to sing the continent song in their head and think about where they ran to when we called out the names of the major parts of the world.
5 mins
Summative Assessment: Students will fill out a blank world map with the names of the continents, oceans, poles, and the equator labeled. SIOP 21,29,30 Modification/accommodations: Close format for struggling students. Read and prompt the struggling students. Provide additional questions for the GATE students. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Repeat goal and vocabulary. Did we meet it? Sing song again, ask for names of oceans. Play Rockbots video again to dance! Siop 27,28,29
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language
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skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Establish procedure for going outside, have SMART board presentation ready, call on the students who deserve to be recognized for good behavior. 45 minutes.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? Students performed well but this content needs to be reviewed often to keep it all straight. LOTS of information! Concrete experiences like this will give them a solid knowledge base. I think this was a great activity because they will remember it! The grouping was very effective for organization and the smart board was very engaging. The video was fun and informative, couldnt have been more perfect! I think next time, I will administer the quiz after recess because they were so actively stimulated by the game, they had a hard time settling back down knowing recess was coming. I also think that by assessing them more in the beginning, I would have been able to cut some of the content out and narrow it down.
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title Make a Map CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2a: Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose). Content Walk-Away: I can create my own map with tools. Language Walk-Away: I will present and explain my map to the class. Vocabulary:
REVIEW: symbols, legend

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation during modeling, questioning to create a list of map essentials. Content Walk-Away Evidence (Summative): Students will create their own maps complete with symbols and a legend. Language Walk-Away Evidence (Summative): Students will present and explain their maps to the class.
Prompt for more complete answers from low students. Introduce Relative size and placement for GATE students. Sit by attention students to keep them on task.
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Approx. Time 5 MINS

Activate/Building Background Knowledge Its map time! Sing the maps and globes song together. During our last map lesson, we learned about the major parts of the world and we found them on maps. We also talked about symbols. Who can tell me what a symbol on a map is? Where can we look to figure out what the symbols mean? Great! Today, we are going to use that knowledge to create our own maps! Our goal for today is I can create my own map with tools. Say it with me. Our vocabulary words are review words so that means that I want to hear you using and saying them A LOT! SIOP 1,2,3,8,9
Formative assessment: Learning Goal Students will know purpose and be familiar with words.
Success Criteria Students will repeat goal and define words.
Assessment Strategy I will watch for participation and question on vocabulary.
Modification/accommodations: (ELL, IEP, GATE, etc.) What else have we used a key for lately? Have GATE student explain about graphing. Ask ADHD students where to look and provide a visual for the IEP student with a clearly labeled map on the board.
7 MINS
Focus Lesson (I do it) Re-read part of Map on my Lap where it talks about Cartographers and how they work to make maps useful. SIOP 11 Explain how we do not need to include everything and every place on a map because that would make it too messy and confusing. Emphasize how it is crucial to make the symbols consistent and clear. Formative Assessment: Learning Goal Students will know the basics of logical map making. Success Criteria Students will actively listen as I read and think aloud. Assessment Strategy I will watch/ listen for understanding and participation and question to double check.
Modification/accommodations: Ask ADHD students to repeat what I say and make sure seating is appropriate on the rug.
10 MINS
Guided Instruction (We do it) SIOP 6,16,22,29 Make a list of the features that we do need to include on our maps and a list of the things we dont need to include on our maps. Emphasize that a map shows places, not people or specific names of stores. Explain how the symbols show general places such as a hospital or school. It wouldnt say Dixie Regional Medical Center or Coral Cliffs Elementary School because that is too specific. SIOP 7 Formative Assessment: Learning Goal Student will know what to include on maps. Success Criteria Students will help to form a list of what to include and not to include. Assessment Strategy I will call on students to give answers for the list.
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Modification/accommodations: Call on ALL students. Encourage them to think deeper about places they might look for in a new area. SIOP 11 Collaborative/Cooperative (You do it together) Instruct students to create a list of the places they want to include and share it with their groups so they can use other ideas on their own map too. SIOP 6.16,17,21,22 Let them use their whiteboards so that we can make adjustments if they include things we dont need on a map. Formative Assessment: Learning Goal Students will know what they will put on their maps. Success Criteria Students will create individual lists and share ideas with each other. Assessment Strategy I will work the crowd to ensure theyre all working and sharing ideas. I will prompt as needed.
7 MINS
Modification/accommodations: Examples and prompting for ADHD and IEP students. Push GATE students to think outside of the box. Independent (You do it alone) I do: Show students the map that I created and point out the symbols, where they are located, and how they correspond with their meaning. Give students their map pages and let them begin creating their own maps with symbols and legends. SIOP 20,21,22,29,30 Summative Assessment: Students will share their maps with the class and explain the symbols as well as their meanings. Modification/accommodations: Leave my example as a references/ ideas for low students. Have GATE students create a routine game for paths to take on their map. (go to the hospital and now the school etc.)
20 MINS
7 MINS
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Read goals and vocabulary together again. Allow students to explain their map in detail to a partner if extra time is needed. Vocabulary Im thinking of a word
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking
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Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Time dependent on what is available because the students will work on their maps for as long as I let them. 45 minutes? Remember to be very explicit and have the island template ready as well as the book pages and big paper.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? The students did very well and loved being creative! Transfer: Let them have the reign to some extent and encourage sharing because there were some awesome discussions that stemmed from that. Modeling mine first was EFFECTIVE so they had an idea of where it was going. Ask deeper thinking questions as they work next time to do more assessing of content.
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Holly Hvidsten Grade Level 2 Title Community Cultures CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Second Grade Social Studies Standard 3: Students will use geographic tools and skills to locate and describe places on earth. Objective 2e: Use a map or a globe, link cultures/nationalities within your community to their place of origin. Content Walk-Away:
I will know some of the cultures in our community and where theyre from.
Language Walk-Away: I will write about one of the cultures in our community. Vocabulary:
Culture, community
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation to make sure they are attentive, questioning to check for understanding, making the list of cultures, guiding students through the research. Content Walk-Away Evidence (Summative): Students will write a short report on one of the cultures in our community. It will include where it is from and interesting facts about it. Language Walk-Away Evidence (Summative): Students will take notes and share their reports in groups where the other students have different cultures to talk about.
ADHD and IEP- strong attention on computers! Offer additional resources and webpages for GATE students and require a lot of detail. Designate one student in each group to star the sharing process to keep it going.
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Approx. Time 5 MINS

Activate/Building Background Knowledge Sing map song with students. We know how to find places all around the world on maps, lets review the continents. Show the SMART board map with the names of the continents hidden and go through and label them. SIOP 8Have you ever wondered what the people are like in all of these continents that are so far away from us? SIOP 7 Talk about how we are all different and how even in St. George there are many different cultures and how it is important to know about these differences. Today our goal is, I will know some of the cultures in our community and where theyre from. Our vocabulary words are culture and community. Explain the definition of culture and what sets one apart from another. SIOP 1,2,3, 9 Formative assessment: Learning Goal Students will know the direction of our lesson and be familiar with culture and community. Success Criteria Students will repeat goals and answer questions about differences. Assessment Strategy I will questions the students and watch to ensure participation.
Modification/accommodations: (ELL, IEP, GATE, etc.) Ask GATE students how we are different besides physically. Keep IEP student seated close to keep their attention.
12 MINS
Focus Lesson (I do it) Present the SMART board culture map. Click on each continent and let the students see the pictures of the people and aspects of each of their cultures. Give the facts that correspond with each culture/ continent. Click on North America last and share personal story about growing up on the reservation with Native Americans. Share the three short National Geographic videos on each of these cultures and explain how prominent they are here in southern Utah. SIOP 4, 6 Formative Assessment: Learning Goal Students will be familiar with some cultures in our community.
Success Criteria Students will be actively engaged and paying attention to the presentation.
Assessment Strategy I will watch for attention and ask for repeats if necessary.
7 MINS
Modification/accommodations: Keep attention of all students and enforce respect from EVERYONE. Guided Instruction (We do it) Make list of the three cultures in our community that we are going to talk about; Mexicans, Europeans, and Native Americans. List the things we have learned so far about them through the presentation and write some ideas for what we may want to still learn about them. SIOP 4, 11, 22, 29, 30 Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will know three Students will provide I will ask questions and common Southern Utah information for our class watch for participation.
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cultures.
list.
15 MINS
Modification/accommodations: Ask appropriate questions for ALL students to assess if they were paying attention. SIOP 5 Collaborative/Cooperative (You do it together) Model the Jigsaw technique for learning more about these cultures in depth. Explain to the students that they are going to work in a group and learn all about one of the cultures and then they will split and join other groups to teach them what they found out. Students will make a large presentation paper and their own personal sized note paper to take as they teach other groups. The large presentation paper will be displayed for the class later. SIOP 6, 11, 16, 20, 22, 29, 30 Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will know all about Students will create a I will examine notes and a southern Utah culture presentation paper and observe/ listen to with groups. notes. discussions. Modification/accommodations: Have specific grouping arranged prior to lesson and explain very EXPLICITLY for low students. Pair IEP student with another who will help him. Independent (You do it alone) Students will teach their new groups about the culture they researched and where they originate from. They should include important facts, pictures if possible, and things that they found interesting. SIOP 16 Summative Assessment: Oral assessment as students use their own notes to share their new information with their groups. Students will also create the large presentation page about the culture they studied. SIOP 6, 16, 22, 29, 30 Modification/accommodations: Remind them of their best performance voices, help struggling students by asking basic questions. Challenge advanced students by asking detailed questions and prompting for more interesting facts. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) What is culture? What are the three common cultures in our community? Turn to your partner and tell them something that you learned about one of our community cultures. Hang up the culture posters and review goals and vocabulary words. SIOP 27, 28, 29, 30
10 MINS
5 MINS
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
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students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Explain technique, have papers for notes and technology resources ready. Create a list of questions to ask the GATE students before hand and make all resources easily accessible so it runs smoothly.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? The students assessments were great and it was good to switch to an oral assessment. The jigsaw was a little bit scrambled at first but I think that if I would have been more explicit or if this was a technique that they were more familiar with, it would have been great. For the purpose of this lesson, an around the world type of activity would have worked well and they wouldnt have gotten as confused. The accountability aspect in knowing that they were responsible to learn it and share it was PERFECT for motivating full effort! Next time I would be more explicit in explaining the techniques and I would review again before the post assessment, which was administered the next day.
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Analysis of Student Learning

Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Gender M M M M M M F M F F F M M M F F F PRE/POST DATA FOR ALL STUDENTS Sub- Group PRE-TEST (10) POST TEST (10) (Level) LOW 1 3 HIGH 4 8 N/A 2 6 LOW 0 4 HIGH 5 9 N/A 6 9 N/A 2 8 HIGH 5 10 LOW 3 5 LOW 3 6 N/A 4 6 N/A 0 2 N/A 2 6 N/A 0 9 N/A 0 7 N/A 7 10 N/A 0 10
Table 1
Table 1 shows each students results for the pre-test and post-test. This table also identifies the subgroups for gender, high level, and low level students.
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INDIVIDUAL TEST RESULTS

17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 2 4 6 8 10 SCORE OUT OF 10
STUDENT NUMBER
POST-TEST PRE-TEST
Chart 1 Chart 1 is a graph depicting the scores shown in Table 1. After analyzing the students pre and post assessments, I can see that every students score increased although the exams were identical. Analyzing these assessments proved to be very informational in understanding what the students knew before hand, and what they gained from the six instructional lessons that were taught in this unit. Every student made progress when comparing pre-test and post-test results. Students 4, 14, 15, and 17 received a score of zero on the pre-test because they were absent. Student 12 also received a score of zero on the pre-test because of his lack of willingness to participate. There were 13 students who answered less than five questions correct on the pretest and two students who received five out of ten points as well as two students who answered more than half of the questions correctly. Both of the students who answered more than five questions correctly were not GATE students.
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The post-test analysis showed that only three students answered less than five questions correctly. One of these students was the student who received a zero on the pre-test for his lack of participation. He answered two questions correctly on the post-assessment and is currently being enrolled in outside services for his behavior. The other two low scores were from one of the most severe ADHD students in the class and the one SPED student in the class. As I analyzed the results I also found that 13 of the remaining students were able to answer more than five questions while one received a score of five out of ten on the post-test. Of the three students who answered every question correctly, one is a GATE student. The pre-test and post-test were administered on the smartboard while the students each had a paper with corresponding spaces for each question. I read the questions aloud for the students three times each to make sure that everyone was able to understand and have time to record their responses. The first time I administered the test, I forewarned them of the content and that I knew there were questions they wouldnt know. I told them that the purpose was for me to see what I need to teach them and what they already knew. Slight levels of stress were present during this test which caused some of the students to be a distraction but I continued to reassure them that it was alright if they didnt know the answer. The post -test was identical to the pre-test in terms of content as well as delivery. The stress levels however were not present, thankfully. I explained that it was the same test and that we had now learned everything the questions were about. This test was given after the last lesson and I feel that if I would have done a more comprehensive review of the unit preceding the exam, they would have performed better but I am still impressed with the results.
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The formative assessments that were given throughout the unit were very aligned to the objectives and gave information that was pretty consistent with the pre and post assessment results. The evidence I gathered from these various assessments support the post-test finding as the majority of them correlate with each other. The students who performed well on the formative assessments, performed well on the post-test and vice versa. While analyzing the results from each of my summative assessments for the lessons, I found that the objective that should be revisited is the objective regarding the name and location of the many major parts of the world. However, I dont think that this lesson was a failure by any means, I think that it was a heavy lesson and that it could have been split into a couple session had time permitted it. At this point, I feel that reviewing that content daily or as often as possible by slipping it into a morning or afternoon routine, the students would gain a better grasp on the content. Using the data from these assessments I can see that each student was able to walk away from this unit of study having gained knowledge of maps and globes. I feel that they all performed to the best of their ability given the circumstances and that the lessons taught were effective at best! Breaking down the test results into sub-group and analyzing the data in another format has also been very beneficial but is consistent in showing growth from each student.
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TEST RESULTS BREAKDOWN: GENDER

8 7
AVERAGE SCORE
6 5 4 3 2 1 0 MALE FEMALE
GENDER
PRE-TEST POST-TEST
. Chart 2
Chart 2 shows the breakdown of test scores between the boys and the girls in the class. It is clear that the girls out-performed on both the pre-test and the post-test. While there are only 7 girls in the class with 10 boys, the girls scores came to an average of 2.7 on the pre-test and 7.4 on the post-test. This shows a growth of about four questions. The boys average on the pre-test was 2.5 and 6.6 on the post-test. This shows a growth of about four questions as well. The girls and boys answered about the same about of questions correctly on the pre-test but on average, the girls were able to answer one more question on the post-test. This shows me that they were able to grasp more of the content and concepts of reading a map. While teaching, I was able to make the conclusion that the girls were more apt to listen and participate than most of the boys. That being said, the majority of the ADHD students in the class are boys along with the SPED student and behavioral student. The boys had the lowest scores as well as the highest scores on both the pre-test and the post-test.
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TEST RESULTS BREAKDOWN: SUB-GROUPS

10 9 8 7 6 5 4 3 2 1 0 HIGH PRE-TEST POST-TEST LOW
Chart 3
Chart 3 depicts the sub-groups scores on the pre and post-test and they are in line with their levels that had already been established. I also divided my students into a high level subgroup and a low level subgroup. Each group made progress from the pre-test to the post-test although at different levels. There are three high students in this subgroup and five low students. The high students are all GATE students and the low students are a mixture of the lowest performing students in the class. The GATE students were able to make significant gains in knowledge and truly showed that they understood the standard and objectives addressed. After analyzing the results from the low students, I found that they missed a couple of common questions which were the questions that had more than one part. i.e.; How many oceans are in the world? What are their names? I can conclude from this finding that questions consisting of more than one part, are too stimulating for them.
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In comparison to the whole class, the high students clearly brought up the average score as they combatted the scores of the low students bringing it down. With that being said, these subgroups are what make teaching the incredible, diverse career that it is. If it werent for these subgroups and everyone in between, I would be able to teach everything in one way and predict the exact results that would come. This analysis has made me ever more grateful for differentiation.
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Reflection and Self-Evaluation I used culturally responsive curricula throughout my lessons by connecting to my students backgrounds and using a variety of teaching techniques in order to appeal to each childs needs and interests. I used a lot of hands-on instruction and activities in this unit because I feel like I am able to be around the students more when we are all engaging in an activity. When I am in and around the students as they work, I talk to them about the content and make any clarifications on more of an individual level. There isnt a lot of diversity as far as culture goes in my class but there is great diversity amongst the student never the less. I definitely feel like I was able to address and appeal to each student by engaging them in their learning each lesson. I also think that reviewing the content and concepts from the previous lessons and singing the map and globe song each day, helped the students retain information they would have lost otherwise. Connections are key in multicultural teaching and I truly feel like I put great effort into making them with my students and the content at hand. Technology was a vast component of this entire unit and without it, I dont feel like the students would have been nearly as engaged as they were. The pre-test and post-test were both administered through the use of the smart board in order to keep students together and ensure that they were getting enough time to fully comprehend the questions and develop their responses. I used technology as a teaching resource by finding various maps to display and refer to as I taught and I found this to be very effective because I was able to access a great variety of maps that I didnt have physical access to.
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The smart board was essential in my lesson on the major parts of the world as I created a presentation for them to interact with and uncover the names of the continents. I feel like the information sticks with the students if they are able to interact with it and technology is a perfect route for interaction. I also used technology to capture the attention of my students and make the learning fun through educational video clips to start lessons. This was GREAT as we were more often than not, transitioning from another lesson or activity and the video clips got their minds going in the right direction for the next lesson. I also used technology as a tool for the students to use in research when I taught the lesson on cultures. This was effective because I was able to establish specific websites where I knew they would be able to get the necessary information in a student-friendly version. The students were very engaged and used all four language skills as they listened to video clips, told their partners about what they were reading, and transferred information they gathered to notes and eventually into a presentation. Technology both supported my instruction and extended learning for the students throughout my unit and I know that had I not incorporated it so heavily, my test results would have been disappointing. This unit on maps and globes was very interesting for me because these are skills that most people take for granted or dont harvest properly. I had mixed feelings as I first began to develop the lessons because I was afraid it would be too basic and boring for my students. However, as I worked to cultivate my own subject matter knowledge, I was able to come up with ways to make the content interesting and engaging. Through teaching this unit, I have found that my own excitement and enthusiasm when teaching is key. If I began the lesson with
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energy and made the upcoming content seem invigorating and most importantly, fun, then the students responded in the same way. My confidence in teaching this unit was exemplary because I did background research. I wanted to be sure that I could teach these lessons in a way that made the content interesting and opened the students eyes to the importance of maps and being able to read them. I noticed as I taught the later lessons that I was more confident and I think it was because I was more familiar with the students and I had strong management techniques in place. Management is everything for confidence when teaching. If the students are being disrespectful and disruptive, I feel that the content I am teaching is unimportant and therefore I lose confidence in myself. With management procedures strictly in place, my confidence as a teacher soars and I am enthralled in whatever is being taught. That is what students need to see in order to have the desire to learn. When I taught the first lesson in this unit, the management procedures of the classroom were lacking as they were simply those of my mentor teacher. As the semester progressed, I was able to implement my own strategies for individual accountability, as well as group accountability and whole class rewards. However, the order of putting these techniques into place made all the difference. I first thought that they could handle whole class rewards alone but it quickly proved to be too broad for them to grasp. That was when I took it down a notch to small group accountability and they thrived on managing each other in small groups. The implementation of these procedures made all the difference in the environment of the classroom. No longer was it every person for their own self, I was hearing students encouraging others to pay attention so they could earn marbles and they were really putting effort into
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working together. The environment became much more positive with the elimination of having to yell over the students and I think that they felt safer in knowing that everyone was looking after each other. The data that I have gathered through this TWS has helped me see the value of assessment more so than ever before. Through my formative assessments, I was able to adjust my teaching strategies to appeal to the students who were struggling. Being able to analyze an entire unit now has opened my eyes to the bigger picture. Assessing a single lesson makes it easy to reflect on the specific content item being taught but analyzing a unit allows me to compare strategies with one another and determine if the standard as a whole has been not only taught, but learned by the students. While I dont think it is realistic to do an analysis to this extent of each unit I teach in my own classroom, I do think that analyzing myself as a teacher as well as my students and reflecting on the unit as a whole is vital for growth. This TWS project has solidified the importance of evaluation in teaching for me. Teaching a full unit is nothing like teaching a single lesson here and there which is all Ive done in the past. This experience gave me a look inside what its like to be accountable for a state standard and teaching students each aspect of it. I feel like I made significant growth during the development of the unit as well as the analysis aspect of the project because it was a terrifying thought at first. As I finish this extensive project, I dont feel as though I have struggled through it. I feel like I have put my effort into something that matters and has made me a stronger, more knowledgeable teacher. I would never have had the opportunity to evaluate myself to this extent or analyze the success of my students in the entirety that his
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project required. However, it has proved to be beyond beneficial in my growth because I have been able implement and experience the things that I have been learning since the beginning. Establishing caring relationships with my students has been key in my success with this unit as well as in student teaching as a whole. As I have grown to know these students and their interests as well as their needs, they have grown to respect me and it makes the act of teaching them, incredible. My students know that I care about them but they also know that we have to do hard things in order to grown and have fun. Their motto is We can do hard things! and I feel like it is essential to establish a respectful bond with each of them before they believe it. I know that if I wouldnt have put forth the effort to get to know my students and create personal relationships with each of them, I would have a much more negative reflection of the semester and the students success would have been less impressive. I do believe that while my relationships with my students are friendly and fun, they have an extent of professionalism tied to them. My students know that I am serious when I am teaching and that I am there to help them succeed. I think it is crucial for students to see their teacher as a professional so they know that their learning is being taken seriously. My strong relationships with my students have made the environment comfortable, encouraged them to always try their hardest, and created a mutual sense of respect and love that is invaluable.
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Appendix A: References
Geographic, N. (n.d.). Countries. Retrieved from http://kids.nationalgeographic.com/kids/places/. Bihuniak, C. (Producer) (2007). Teacher and the rockbots - how to read a map [Web]. Retrieved from http://www.youtube.com/watch?v=gbFIhmTd3iY Ray, M. (Producer) (2013). Globe, teacher and the rockbots [Web]. Retrieved from http://www.youtube.com/watch?v=wjpghOjA0qI Rabe, T. (2002). Map on my lap. New York, NY: Random House Children's Books. Map of the world. (n.d.). Retrieved from http://www.mapsofworld.com/
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Appendix B: Pre/Post- Tests, Available Formative Assessments The pre/post-test questions were administered on a Smart Board application which is attached separately in the form of a PDF document.
The majority of the formative assessments were either given back to the students or administered orally. However, one assessment is attached.
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Appendix C: Assessments from Students 10, 3, and 5 See separate attachment
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Holly Hvidsten Sip: 2nd Grade: Maps and Globes

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Holly Hvidsten Sip: 2nd Grade: Maps and Globes

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This Social Studies unit was taught on consecutive Thursdays beginning February 20, 2014 and ending April

Holly Hvidsten Sip

2nd Grade: Maps and Globes

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN

Step 1 DESIRED RESULTS

D. Essential Questions/Guiding Questions

Pre-test (10 multiple choice questions, accommodations will be made) Questioning

Posttest: Same as Pretest

Questioning Presentation of maps

Venn Diagram, Globe, Map

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 15 mins

ACTIVE LEARNING PLAN

REFLECTION AFTER LESSON

Compass rose, legend/key, symbols

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 7 MIN

ACTIVE LEARNING PLAN

REFLECTION AFTER LESSON

City, state, country

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 7 MIN

ACTIVE LEARNING PLAN

REFLECTION AFTER LESSON

Continent (names of continents), names of oceans, poles, equator

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 10 mins

ACTIVE LEARNING PLAN

REFLECTION AFTER LESSON

REVIEW: symbols, legend

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 5 MINS

ACTIVE LEARNING PLAN

Success Criteria Students will repeat goal and define words.

Assessment Strategy I will watch for participation and question on vocabulary.

REFLECTION AFTER LESSON

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 5 MINS

ACTIVE LEARNING PLAN

REFLECTION AFTER LESSON

Analysis of Student Learning

INDIVIDUAL TEST RESULTS

TEST RESULTS BREAKDOWN: GENDER

TEST RESULTS BREAKDOWN: SUB-GROUPS

Appendix C: Assessments from Students 10, 3, and 5 See separate attachment

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