Professional Documents
Culture Documents
4. RI.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
StageIII-R-1: HI-3: evaluating the usefulness of various print sources based on the organizational features for a given
task.
Objective (Explicit):
SWBAT to create a map that demonstrate where they live using symbols
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
SWBAT to create a map and correctly label all parts of the map (TOADS)
- T- title
- O- orientation
- A- author
- D- date
- S- symbols
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT recall what a map looks like
SWBAT describe where parts of a map are located (TOADS)
SWBAT discuss the use for each part of a map
SWBAT apply the knowledge of TOADS to create a map of their own
SWBAT be assessed on their ability to draw and label a map correctly using the TOADS.
Key vocabulary:
Materials:
Title
Computers
Orientation
California map on PPT
Author
Printed maps of North Dakota, Oklahoma and California
Date
found: http://geoalliance.asu.edu/maps
Symbols
Blank AZ map template
Laptops: google.com/maps
Differentiation map
Colored pencils/crayons
Stickers
Rulers
Opening (state objectives, connect to previous learning, and make relevant to real life) (5 minutes)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Class, do you agree or disagree, have you hoped in the car with your mom or dad and went driving somewhere, did
you notice them looking at the map on their phone to help them get there?
SW show with hand signals if they agree or disagree.
Well, agree or disagree, did you know that before there were cell phones to help you travel people actually used
large paper maps to help their way on the road?
SW show with hand signals if they agree or disagree.
Class, today we are going to build our own maps, but before we do we must learn a little bit more about them.
Instructional Input
http://tinyurl.com/nq2ysx9
http://tinyurl.com/nq2ysx9
Guided Practice
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Mentor teacher will more closely assist students that are in the small group.
Teacher Will: (10-5 minutes)
How will you ensure that all students have
multiple opportunities to practice new content
and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for understanding?
How will you provide guidance to all students
as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
Independent Practice