Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Sarah Zull

Date 04/01/2019 _ Subject/ Topic/ Theme Maps Grade ___2nd_____________

I. Objectives
How does this lesson connect to the unit plan?
It is the second part of the unit on maps.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Create a map of the classroom C X
● Label different parts Ap
● Make a key C
● Draw and label a compass rose Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying the concepts including relative location, and using distance, direction,
symbols, and the key or legend.
2 – G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.
1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - Knowledge of how a map works, how to use and label a key, how to label a compass rose
knowledge and skills.

Pre-assessment (for learning):

Small test containing questions of:
- “What do you think a map is?”
- What does a key NOT do?”
- a. Uses symbols
- b. Gives information about the map
- c. helps you find state capitals
- d. lists every country, state, and city
- “True or False: A compass rose helps us figure out directions and tells us if we are facing
north, south, east or west.”
- “Circle Michigan on this map:”
Outline assessment - (picture of the US)
activities Formative (for learning):
(applicable to this lesson) Responding to my examples and telling me how to draw my map
Formative (as learning):
Checklist:
-Created map of classroom
-Labeled all part of map
-created key and is accurate to map
-labeled compass rose
Summative (of learning):
Take assessment at end of unit where students will fill in all definitions and create a small map with
key and compass rose.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Engagement Representation Action and Expression

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 Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & -Apply key to classroom map term goals, monitor progress, and
reflection modify strategies
-They will be creating their own -creating their own map and map
maps and evaluate them from key to have a deeper understanding
What barriers might this rubric of maps
lesson present? Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
What will it take – oriented feedback language -students may add any parts of
neurodevelopmentally, -peers can help each other with -connect the map key to the the classroom they see fit
experientially, classroom maps map
emotionally, etc., for your
Provide options for recruiting Provide options for perception- Provide options for physical action-
students to do this lesson? interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats - creating an example map to -peers can help with maps and
-This assignment allows help with scale and key keys during activity
students to create their own map

Pencil, Worksheet
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom Start off on their dots on the carpet and then transition to their desks that are in groups
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 - (If lesson is taught on a later date: - Review with teacher
min Motivation - Review maps, keys, compass - help and give feedback on examples
(opening/ rose, and scale) - correct the teacher’s “mistakes”
introduction/ - Tell them that we will be making a map of
20
min engagement) our classroom.
- Use white board to draw examples
- First draw a couple wrong
examples like drawing the desk
from the side and make the desks
too big
- Draw an accurate example of how to draw
the classroom
- make an example key but use a couple
wrong examples to get them thinking
- like putting desks in the key
- Ask them what are one of the words that
we put on a compass rose and first label it
wrong

Development
5 min (the largest - Show the students the assignment and go -listen to directions and complete assignment
component or over directions
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 20 main body of - hand out assignment and walk around to
min the lesson) make sure they are accurately doing
assignment
-

-Show a few really good maps on the doc camera -ask if assignment is completed and tell whether
Closure
-Go over the parts that make them accurate maps they want to share it or not
(conclusion,
and how the key is used in their map -explain key to teacher
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went much better than my first lesson. I ended up recording this lesson and my teacher was there rather
than a substitute. The students were very cooperative during the whole group lesson portion. Something I feel like
needed improvement is how I drew my example map of the classroom. I should have made it much neater and possible
done it on the actual worksheet with the doc camera. The students did very well with their classroom maps and were very
excited about this activity. They all properly filled in their compass rose and map keys. This is a very good activity for
learning about maps and shows summative assessment through their classroom maps.

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 Classroom Map
Directions: Draw the large objects you see in your classroom (desks, tables, book cases). Also, label a key with
symbols to represent smaller objects. Finally, label the compass rose.

Key: Compass Rose:

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