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Name: Christina Morris Date: March 7, 2001
Lesson Length: 60 minutes
Subject: Social Studies/Writing Grade Level: 2nd
Topic: Map Skills-Giving Directions
OBJECTIVE:
Given a location in the school the 2nd grade student will
write a how to piece on giving directions
to the location and will include opening, procedure and
closing paragraphs with 100% accuracy.
CONNECTIONS:
Kentucky Learner Goals-
2.19 Students recognize and understand the relationship
between people and geography and
apply their knowledge in real-life situations.
1.11 Students write using appropriate forms, conventions,
and styles to communicate ideas and
information to different audiences for different purposes.
Kentucky Core Content-
SS-E-4.1.1 Simple physical, political, and
thematic maps, globes, charts, photographs, aerial
photography, and graphs can be used to find and explain
locations and display information.
WR-E-1.4 Transactive Writing- idea(s) to communicate
the specific purpose for an intended
audience explanation and support to help the reader understand
the author’s purpose,
well-organized idea development and support (e.g., facts,
examples, reasons, comparisons,
anecdotes, descriptive detail, charts, diagrams, photos/pictures)
to accomplish the specific
purpose
National Social Studies Standards-
III People, Place, & Environments- Use appropriate
resources, data sources, and geographic tools
such as atlases, data bases, grid systems, charts, graphs,
and maps to generate, manipulate, and
interpret information.
CONTEXT:
This is the fourth lesson on map skills. We are
expanding on the information that the students
received in the previous lessons on the difference between
maps/globes, the directions of North,
South, East, and West directions, map keys, and different
types of maps. This lesson builds on
that information by having the students write a how to
piece on giving directions to certain
locations in the school. This is going to help
the students in completing the last lesson of the unit
on making a playground map by allowing them to see the
school layout and if the layout is
functional. When the students design their playground
they will be able to locate every item in a
functional manner.
MATERIALS/TECHNOLOGY:
Git Along, Old Scudder by Stephen Gammell
Foust Elementary Map
Notebook Paper
Pencils
4 pieces of poster board
PROCEDURES:
Diversity:
I will have a few students in the class that this is may difficult for because they are having trouble writing. I am going to have the students work in groups of three or four depending on the class size the day of the activity. These students will be placed in a group with higher learners in order to have some peer coaching.
Initiation-
Our last lesson covered different maps and map keys.
I will do a quick review on what a map key is and what the symbols represent.
Today, we are going to study your school. Ask the students how a
new student would find his/her way around the school? They have never
been here before so how will they know how to get around. Do you
take them? What if you are busy and can’t take them to the place
they are looking for? Could you tell them how to get there with words?
Could you draw a picture? Could
you write directions? Explain that they are going
to write a how to piece on giving directions to a specific location in
the school. We have previously written a how to piece so a quick
review of the paragraphs to
include should be sufficient (opening, procedure, and
closing).
Model-
Refer to the map in Git Along, Old Scudder and ask the
student how they would tell someone to find the Sneaky Tree Road on the
map. Tell the students that we have new student in class and she
needs to go to the office. The class is all busy and no one can go
with her so we have to write directions telling her how to get there.
Begin by writing an opening paragraph on the board that will interest the
reader. Paragraph two should contain the steps necessary to
reach to office. So the students will get the idea write on
the board step one.
1. Go out of the classroom and turn
left.
Guided Practice-
Have the students get up and as a class walk to
the office. I will write the directions the students give as we go.
Be sure the student’s directions are very descriptive, clear, and easy
to follow. If there is more than one way to find the office determine
which way is closest to the classroom and write those directions. Upon
returning to the classroom, I will get a piece of poster board and as a
class we will write the procedures (directions) and closing of the
how to piece. Students should actively be participating
in writing the piece and offering suggestions.
If they are not ask leading questions on what we saw during our walk to
the office. Add a closing paragraph to sum up the writing.
Individual Practice-
The students will work in groups of four (see attached
list). Each person in the group will have an assigned duty.
One student will be the recorder, one student will count the number of
steps along the way, one student will determine if they need to turn right
or left down the hallways, and one student will observe details that will
help the new student determine if she is going the right way. I will
stress that even though they are working as a group each student must do
his/her part in the activity. We will be working in the hallways
so each student must be using their best manners and talk in quiet voices
so that we do not disturb the other classes. Give the groups the
following locations to write directions to: the gym, the computer
lab, the nurses station, the cafeteria, and the closest bathroom to the
classroom. As the students are wandering the halls creating their
directions, I will be following and monitoring them with the help the of
classroom teacher and the aid. This is a prewriting activity leading
into the how-to piece that the student will be creating. Once the
students have completed their directions, change them up with the groups
and send each group out to follow the directions. Hopefully, they
will be able to follow the directions and find the locations.
As students return to class, each group will meet with the group
who followed their directions for a few minutes of peer counseling.
This will give the groups and opportunity to give/receive feed back on
the accuracy of their directions. After the peer counseling is completed,
give each group a poster board to write their how to piece on. Students
in each group should take turns writing the paper. The students who
are not writing should be participating in a discussion with their group
members on what to put in the paper. Once the students have written
their how-to pieces they will move to revision and editing. I will
be working at this station to review each groups paper and offer suggestions
or guidance of the paper does not contain a opening, procedure, and closing
paragraphs. The students must include each paragraph in their paper.
Hang the completed paper on the wall for all the student to see. As students
begin completing their tasks have them go to their desk and write in their
map journals.
Closure-
We will review giving directions and how important it is to give clear directions with lots of description. Ask the students what they thought the hardest and easiest part of the activity was. Review the format of the how-to writing. Give the students a brief overview of the next lesson which is map making. Tell them to begin thinking about their dream playground and what they would like to have in it because they will be drawing a map.
STUDENT ASSESSMENT:
Tool: Students how-to piece with opening, procedure,
and closing paragraphs.
Criteria: 100% accuracy-if the students do not meet the
criteria they will go back to
revision and editing for completion of the project.
REFLECTION/ANALYSIS OF TEACHING AND LEARNING:
LESSON EXTENSION/FOLLOW-UP
BIBLIOGRAPHY:
Gammell, S. (1983). Git along, Old Scudder.
New York: Lothrop, Lee & Shepard
Books.