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Grade/Class/Subject: Kindergarten, Art/ Social Studies Teacher: Carrie Rodriguez and Samantha Kaul
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 visual representations that are presented in the book and maps.
Standards:
2.4 Paint pictures expressing ideas about family and neighborhood.
5.3 Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols
found at home, in school, and in the community, including national and state symbols and icons.
Unit/Theme:
Lesson Topic:
Students will be able to read and create their own map. The map will need to be legible enough
for another person to read the map and use it to get to their final destination.
Focus Question: What is a directional map and what is the use of a directional map?
Objectives:
Content:
Students read a map and follow it to get to the final destination. Students will create their own map
illustrating our school. They will also pick a location in which they will mark with a heart indicating that
it’s the final destination someone must get to.
Language: Students will work independently for the first part of the assignment and visually illustrate a
map that lays out a picture of our school. Once they have the layout done they will have the opportunity to
collaborate with other classmates in the creation of their maps. As a class we will have a discussion using academic
language that emphasizes mastery of the concept of a map, what a map entails and the purpose of a map. Students
will articulate verbally their opinions as well as articulate their ideas through their artwork, which would be their
map.
Assessment:
The assessment will be the directional map the students create. The visual representation, if it
was done correctly, will show mastery. For the students that did not create an accurate
representation of a map a, further conversation will be necessary to ensure that the gaps in
knowledge are filled. The teacher will then need to determine if the mistake was done because
they don't understand where it goes on a map or if there was confusion based on directional
stance of the child. For example, when my students are standing in one direction, our classroom
looks like it is on their right hand. However, if we stand facing a different location, the class is
now on their left-hand side. This can cause confusion for the children. Within the conversation, it
will be apparent if that is the case, or if they did not understand the process of creating a map
Key Vocabulary:
Map, treasure, Near, far, left, right, behind, in front of, next to
Supplementary Materials:
A directional map
Paper
Pencils
Colored markers
Stickers- Stickers that have the words exit, arrows, footsteps and hearts.
Anticipated Misunderstandings/Difficulties:
Since we have done a map of our classroom, I anticipate that students will think we are
constructing maps of the classrooms that are similar to how they look on the inside, instead of a
map of the entire school. The objective is to create a map of the entire school and not focus on
the inside of each classroom.
I also anticipate that my students will have difficulty placing parts in the correct location and
based on how they are facing the school. Although having them outside of the classroom could
potentially cause some of the misconceptions the walk through that will be done in the
introduction of the lesson could decrease the likelihood of this being an issue.
Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: (10 minutes) I decided to introduce the lesson in this
When we come back from recess there will be a format because it in engaging,
map located on my teacher chair, which is located interactive, suspenseful, it tells students
in the center of the room. I will tell the students what the objective is and what it looks
that someone must have left us this map and we like and it models the students what the
should read it and follow it to see where it leads us. end result of their project is going to look
I will ask my students who remembers why we use like. Having the students actually walk
maps? How do we read a map? We will follow the through and follow the map reaches many
map to its treasure and see where we end up. As we learning styles for the students. For my
are reading the map, we will all take turns reading kinesthetic learner’s ware actually
the map and finding clues to make sure we are on following the map, for my visual learners
the right path. The final location will be in our we are looking at the map and seeing
school cafeteria and on the tables the students what clues we can find to see if we are on
would find construction paper, scissors, crayons, the right track, my auditory learner they
glue, and anything needed to make their own map. are hearing the conversations happening
and are able to participate in the
adventure of finding the treasure.
Differentiating Instruction for EL focus student: My EL student may have an easier time
As this is an art lesson, they will be using pictures with this activity because it is a pictorial
to create the map. But some trouble areas that my assignment. They are using shapes to
EL students may have is where to start the map and design the school. I anticipate the difficult
location of certain parts of the school. So, I will area would be in remembering the areas
guide them and have all the students start with our of the school and where they are placed.
classroom and go from there. With some guidance from the instructor I
predict this will be eliminated.
Differentiating Instruction for a focus student with Eliminating the amount of distractions
Special Needs: will allow the student with these needs to
stay on task. Repeating the directions
Our student with an auditory processing disorder gives the student another opportunity to
has trouble, staying focused on the task at hand capture the directions in case they were
might. The teacher might limit the amount of unable to capture the directions the first
materials the students have in front of them while time.
they are creating the map. They might sit with them
as well as the EL student and guide them as to what
is next to what. Repeating directions will also help
to ensure that the student has heard the directions.
Which repeating the directions the teacher may
hold the object or have a signal that allows the
student to see a visual that shows the directions
being said.