EDU 155/255 Social Studies and the Arts

Opportunity Task #1: Social Studies and Arts Lesson Plans

Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.

Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.

Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.

Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.

Standards and Criteria for Success:

Your product must meet the following standards:
1. Two lesson plans that are effective and engaging.
● Students will know where they are going, why, and what is required of them.
(goals, reason for learning, performance requirements and evaluative criteria)
● Students will be hooked – engaged.
● Plan will provide adequate opportunities to explore/experience big ideas and
instruction to equip students with knowledge and skills required.
● Students will have sufficient opportunities to rethink, rehearse, revise and/or
refine their work based upon timely feedback.
● Students will have an opportunity to self-evaluate their work, reflect on their
learning and set future goals.
● Plan is tailored and flexible to address the interests and learning styles of all
students.
● Plan is organized and sequenced to maximize engagement and effectiveness.
2. You will teach one of these lessons in class
 Lesson Plan Format for
Specially Designed Academic Instruction in English (SDAIE)
with SIOP Elements

Grade/Class/Subject: Kindergarten Teacher: Samantha Kaul & Carrie Rodriguez

Time/Duration of the lesson: Approximately 1 hour. 11am-12pm

English Language Proficiency of Students:

This classroom has 23 students with English only proficiency and 1 child that is an ELL
student with a CELDT score of 4. The English demands of this lesson are low due to the
low writing demands, and visual representations that are presented in the book/maps.

Standards:

K.4 Students compare and contrast the locations of people, places, and environments and
describe their characteristics.

1. Determine the relative locations of objects using the terms near/far, left/right, and behind/in
front.
5. Demonstrate familiarity with the school’s layout, environs, and the jobs people do there

Unit/Theme:

As these young students begin to comprehend a world that is bigger than just their small
community, they will be introduced to maps and globes.

Lesson Topic:

Students will be introduced to maps and begin to understand a maps purpose.

Focus question: What is a map and how do we use a map?

Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)

Content:
Students will identify a map and explain its use. Students will experiment with maps by illustrating their
own map of the classroom. Students will evaluate one another’s map and determine the locations within it.
Language:
Students will exchange information and ideas with others through oral collaborative conversations on a
range of social and academic topics. Students will actively listen to spoken English in a range of social and
academic contexts. Students will express information and ideas in formal oral presentations on academic
topics.
Assessment:

The children will be informally assessed through their verbal response. The teacher will ask pre-
assessment questions and repeat the same questions in the post-assessment to see if answers
change. The teacher can also informally assess the students through the maps that they produce
of their classrooms.

Key Vocabulary: Students will comprehend the following vocabulary words: Near, far, left,
right, behind, in front, map.

Supplementary Materials: The following materials will be needed: The book “Me on the Map”,
paper, pencil, and map of the united states.

Technology in Support of Learning:

The following materials will be needed in the lesson plan: A computer, an interactive whiteboard
or projection device that is capable of projecting from the computer, and access to google maps.
These materials will be used to show the students the difference between a map of the United
States and a directional map, such as google maps.

Anticipated Misunderstandings/Difficulties:

Students may simply understand that a map is used to find something. However, they may not
understand the difference between a map of the united states, and a directional map. In order to
address this, the students will be briefly introduced to a map of the United States. The map will
not be discussed in full detail, but instead used to show the lack of direction and streets. The
teacher will discuss that the map of the US is a map that is condensed, but very large in real life.
The teacher will further discuss that the map of the US helps us understand where the states are,
but it doesn’t help us find where our house is. Then students will observe a location on google
maps (perhaps a police station nearby). The google maps will show streets and the blue line that
is the direction they should travel. The students have the opportunity to view the streets and
develop an understanding of the differences.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: The review of the past lesson will
prepare the students for the need to use
The teacher will review a past lesson on the these vocabulary words during the
concepts of left, right, in front, behind, near, and lesson.
far. Students will raise their left and right hand as
directed by the teacher (correct if needed). The
teacher will then ask three students to stand in a
row. The following questions will be asked These questions will serve as a pre-
(correct if needed): assessment to the lesson. The teacher
Who is in front of (name student)? will be able to gauge the student’s
Who is behind (name student)? answers based on the response.
The teacher will then ask the students to determine Asking if the student has ever used a
if an item is near or far. (5 minutes) map, begins to make the material
relatable to their personal lives.
The teacher will introduce the lesson by asking the
class a series of questions. Sitting together on the rug gives the class
a sense of community, as it is more
The teacher will ask the class to sit together on the personal.
rug and have a full classroom discussion. The
following questions will be asked (this serves as a
pre-assessment):
What is a map?
Are there different types of maps?
What can you find on a map?
Have you ever used a map?
(5-10 minutes)

The teacher will then explain that they will be

learning about maps and their function.

Develop Understandings (Instruction):

The teacher will show the class a map of the united
states and explain that the map is a small
representation of a large concept. The teacher will
explain that the US map does not show a direction,
but rather, where a state is in relation to other
states. The teacher will then prepare google maps.
The students will decide what they want to look up
on the map (not houses, but rather, a community
building). The students will explore google maps
and become familiar with the function of a
directional map while also using vocabulary
words. (15 minutes)
At this age, students need realia to fully
comprehend a topic. Showing the map of
the United States is a way for students to
visualize the difference between that and
a directional map.
Going further and showing the
directional map is away for students
visualize the difference. Having the
students choose what to look for on
google maps gives the students choice
and makes them feel as they are in
charge of their own learning, as well as
teaches them what’s nearby in their
community.

After they explore the different types of maps, the

teacher will proceed with reading the book, “Me
on the Map”.

This book features a girl who explores different
maps. She begins small with her bedroom and later
expands to a globe.
After the teacher reads the book, students will
answer comprehension questions. Such as:
What was the first map she drew?
What other maps did she explore?
What were some places on her map?
(10 minutes)
The teacher will then explain that they will be
constructing their own map of the classroom. The
students will be paired up in groups of two and
begin to construct their own maps. (20 minutes)
After the maps have been prepared, the teacher
will ask if any group wants to share their map.
While sharing, the teacher will guide the class
through the map that is being shared while using
the vocabulary words; left, right, near, far, in front,
and behind. (15 minutes)
Practice/Application:
After the review of the concept, students will view
a map of the United States. They will listen to
instruction as the teacher explains details of the
map and its differences from a directional map.
The students will then explore google maps. They
will vote as a class what they want to search and
view multiple items. They will discuss how to get
to the destination, using the vocabulary words.
Students will listen as the teacher reads the book
“Me on the Map”. (This book is only being read
once)
Students will answer the teacher’s comprehension
questions.
Students will be instructed to create their own
maps of the classroom. They will be broken into
pairs of two and work together to create a map.
The book “Me on the Map” is a fun way
to make maps more relatable to the
children. The book explores the small-
scale maps like her bedroom, as well as
the largescale globe that they will be
exploring later. The book also features
the little girls own drawing of her
bedroom map and house map. These can
be great representations of the work that
you are expecting of them when they
create their own maps of the classroom.
The teacher may even explore those
pages in detail.
Having the students in groups makes the
activity more fun and engaging. It is
possible for the teacher to manipulate the
groups by putting her strong students
with her low students. This can help the
low students by potentially filling any
gaps in the lesson through their peer.
This activity offers the class an
opportunity to learn about voting and
how that system works. This is another
way make the material relatable for the
children, which is also engaging for
them. This is also an opportunity to use
the vocabulary words and teach the
students how to describe getting to a
destination.
The compression questions are a way for
the teacher to assess which children were
actively listening and which children
were not.
Once completed, the students may volunteer to
share their map with the class. With the help of the
teacher, the students will describe their map using
the vocabulary words.
Wrap-up:
After the students have presented their maps to
the class, the teacher will briefly review the lesson
concepts. The teacher will then repeat the
questions from the introduction in the form of a
full class discussion.
What is a map?
Are there different types of maps?
What can you find on a map?
The student’s response will also serve as a post-
assessment.
Extension:
This lesson will be extended by exploring a map of
the world and eventually a globe. Students will
learn symbols on the map and what they mean.
Students will construct more complex maps; such
as a map of their school as a whole.
Differentiating Instruction for EL focus
student:
The ELL student has a hard time reading and
writing written English. In order to lessen the
strain and prevent an affective filter, the lesson is
based on visuals with no writing requirement. The
student is also able to work with a partner to
construct a map. This will also reduce stress on the
student.
Students having the ability to share their
maps will help the teacher further explain
the use of the vocabulary words, while
also reiterating how to describe your way
through a directional map. The students
will also get the chance to validate their
work and be heard.
This will serve as an informal post-
assessment. The teacher will be able to
differentiate which students need more
help, as well as review the lesson.
This is only an introductory lesson.
Students will go further in depth about
maps and work their way up to globes.
Students will learn symbols and what
they men, as well as how to read large-
scale maps.
This lesson is mainly visual. The writing
demand is low, as well as the reading
demand. This lesson supports the
students through the use of visuals and
the group work. The teacher may pair the
student with a strong English speaker to
aid in future development of speech.
Differentiating Instruction for a focus student
with Special Needs:
The student has an auditory processing disorder.
This student cannot hear the same way other
children do because their brain and ears don’t fully
coordinate. This student is placed at the front of
the classroom, so they may hear better.
This lesson supports this child, as it is mainly
visual. The child is able to look at the maps and
gain clarity. The teacher will also repeat directions
and statements multiple times.
The partner work will help the student to clarify
any misunderstandings they may have with their
peers.
Although this lesson is mainly verbal
instruction, the use of visuals will still
support the student with auditory
processing delays. The teacher will also
have the student sit in the front of the
class for better acoustics. Even if the
student missed some instruction, the
repetitive nature of the lesson will likely
fill any gaps the student may have.

The students who already “get it” will be

challenged by having to explain their map of the
classroom using the vocabulary words. This will
further solidify their understandings.