Unit Title: Directions and Maps to success Name: Kyle Shirley

Unit Overview

Social Studies 1 Social Studies 2 Read aloud Writing lesson

Objective Students will be able to Students will have a basic Students will be able to grow their Students will be able to draw the best
understand the definitions of understanding of what a map look understand of how maps work and path on there maps to get to one place to
directional words and like and what can be on it be able to create a map of their the next and use words to defend it.
distinguish between them compared to a globe bedroom
Standards K.3.1 use words related to the K.3.2 Identify maps and globes as K.RL.1 Activity engage in group K.W.3.1 Use words and pictures to
direction and distance including a way of representing earth and reading activities with purpose and provide logical reason for suggesting
here/there, over/under, and understand the differences understanding that other follow a particular course
left/right between a map and a globe of action
including water/oceans, and
Strand 3 people, places, and land/contents
Environments Strand 3 People, places, and
environments
Materials cards with words on them Globe Book Mapping penny’s world Map for students to use and follow
(here/there, over/under, and Map Picture of my dogs along with during whole group
left/right). Pictures that matches Map and Globe labeling Bedroom map drawing worksheet instruction
the words on the cards for both worksheet My example of a bedroom map
students and the doc cam.
Worksheet for my students to
complete at the end of the
lesson
Management Some of my students struggle Some of my students struggle with Some of my students struggle with Some of my students struggle with
with saying answer out loud so saying answer out loud so ask saying answer out loud so ask saying answer out loud so ask
ask students for smiles not for students for smiles not for hand students for smiles not for hand students for smiles not for hand
hand raises. Gives students pre raises. Gives students pre raises. Gives students pre correction raises. Gives students pre correction
correction for staying in their correction for staying in their for staying in their spots. Tell for staying in their spots. Tell students
spots. Tell students that if they spots. Tell students that if they do students that if they do not follow that if they do not follow the
do not follow the expectations, not follow the expectations, they the expectations, they will have to expectations, they will have to flip
they will have to flip their card will have to flip their card flip their card their card
Anticipatory Play a game of Simion says to Tell the story about how my family tell the story of the time I couldn’t Tell the story of the time that my dad
Set see how many directional words would travel a bunch and one time find my dogs and that they traveled got us lost in Indianapolis and how I
they know and to get them my brother ran into a sliding glass so far away that I would have been had to use a map to find the right way
moving door able to create a map of where they to go
went
Purpose We use directional words like It is important to know what the It is important to know how to look It is important that we know how to
this everyday to describe to difference between a map and a and create a map. That way if you read a map and describe the way to
someone how to get to globe is. So, we can make sure ever have to recreate something or go to someone. This way no matter
something or where to go that we get the information we retrace your steps you can do that. what we are never lost and can easily
need from the correct source describe to someone how to get
somewhere
Lesson Give definitions of the words on Present both the globe and map Read the story Mapping Penny’s Do a review of the lesson that we had
Presentation the cards that you will be giving pointing out the differences on World. Then have a grand where we talked about what a map
to the students (here/there, both and how we can read both. conversation about how the looks like and how to use the map.
under/over, and right/left). Then pass out the worksheet with students liked the book and what Also go over the lesson where we
Then have students go back to the map and globe labels on it. map they would have made if they talked about directional word and
their seats and see if they can Work with the students to label were in the main characters shoes. how we can use those to describe to
match the words to the pictures the different part of a map and Then explain what kind of map we someone the way that they need to
presented on the doc cam. Once globes. Then have student do the will be making today and what the go. Then use the map and white
that is done have students worksheet where they have expectations are board to draw a path from the school
complete the worksheet that I compared maps and globes to the library. Having the students
have for them completing a few describe the path to take using the
with them directional words. Then have students
do the same with the school to the
park
Closure or The closure will be when the Checking the worksheet where Checking my students map drawings .When you check the path that the
Conclusion teacher checks the student’s they are comparing maps and of their bedroom and making sure students have chosen and they have
papers and gives them the go globes will be the closer for this they have everything that I asked for defended it to you using the
ahead to get their books and lesson will be the closer. directional words will be the closure
silent read
Formative I will observe how well the I will observe how well the Listening to the student’s grand Observing how well the students do
Assessment students do with the words students are recognizing the conversation and hearing how well during the whole group instruction
during the whole group activity differences in maps and globes. I they are understanding the story will will tell me how well my students
and how they do on the also will be seeing how well they tell me how much I will need to have been understanding the skills
worksheet do on the worksheet that we do explain what goes on the map throughout the unit
together
Adaptations Some of my students will need Some of my students will benefit Some students will not know where Some of the students will need to see
an exampled showed to them to from having the worksheet done to start to make a map of their how to do the worksheet which is
understand what to do on the as a whole group. I also am bedrooms. I will be showing my why we do an example together and
worksheet which is why we do allowing my students to talk example to give these students an show what it looks like.
one with them. through a lot of their thoughts idea of what to do.
during the whole group
instructions
Summative The worksheet that they Compare and contrast worksheet The drawing of the bedroom map Map worksheet that the students do.
Assessment completed
(as needed)