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Lesson Plan Design

Subject: Social Science Grade: 4 Lesson Topic: California Geography

Candidate’s Name: Nicole Rodamer
Site Supervisor: Mrs.Price NU Supervisor: Jan Latin
Date: ____09-20-2012___
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale,
focus learner, create bridges from past learning, behavior expectations)
.
California Objective H-SS 4.1.3: Rationale:
Identify the state capital and describe the various This is a California state standard.
regions of California, including how their
characteristics and physical environments (e.g., water,
landforms, vegetation, and climate) affect human
activity.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)

Students will understand:
 That California can be divided into regions
 The capital of California is Sacramento
 The physical environment of a place affects the
people who live, work, and visit there
 Different regional resources support different
industries
Students will complete work sheets to help demonstrate
knowledge.
Teacher will circulate the classroom while students
complete worksheets; informally observing student
work.
After the entire lesson (all 3 parts) is completed,
students will have a quiz.
Rationale:
This lesson will help students gain the
required knowledge to fulfill the state
standard.
Informal observations throughout the
lesson will allow the teacher to modify
information or presentation of the
information if needed.
A quiz is a formal assessment that will
allow students to demonstrate their
knowledge.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome

and prescribe instruction accordingly. Consider: linguistic background, academic
language abilities, content knowledge, cultural and health considerations, interests and
aspirations, physical development, social development, emotional development. )

Based on past records and performance, students are Rationale:

expected to succeed at this lesson.
There are 4 students who work with a resource
specialist.
Currently, there are 4 students who are considered
ELL. Three of the students have a CELDT score of 3,
and one student with a CELDT score of 4.
From observing and working with the
students over the past few weeks,
teacher is confident the students can
comprehend information presented and
complete assigned work. The subject
material is appropriate for the class.

There are two students whom are GATE identified. There are no known health or physical
impairments that could prevent a
Students are well behaved and can follow directions, student from successfully completing
and understand how to work independently. this assignment.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the needs
of ELL & special needs students, highly achieving students and low achieving students)

The lesson will be introduced using the GLAD strategy
of a Teacher-Made BIG Book.
Modifications for ELL students would include pictures,
making connections and bridges of new words and
concepts to thing they already know.
Modifications for gifted students will be assigned
supplemental questions if they finish their work early,
and to pair them with a lower achieving student.
Rationale:
The Big Book strategy directly focuses
on content standards of the unit and
imbeds important concepts and
vocabulary. Students are exposed to
comprehensible expository text.
Patterned text gives access to all
students
Pictures and charts will help ELL make
connections and succeed in the
comprehension

Gifted students will have extra work

for them to complete during
independent practice. During partner
work, they will be able to help others
who need it.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of
skill level)

Rationale:
Teacher-Made Big Book on California regions The Big Book is a tool to help all
White board and markers students see and hear the information
Ladybug projector and screen presented. The whiteboard and
California map handout projector will be used to help reinforce
Colored pencils presented information. The map
worksheet is a great way to allow
students to practice their new skills and
knowledge.
All materials will be used to help
complete the lesson.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check

for understanding)
Part 1:
Introduction to the lesson. Students will come to the
carpet where teacher reads the Big Book on California
regions. Stopping to explain and chart vocabulary and
maps.
Rationale:
The Big Book is a great resource to
allow access of information to all
students and a good tool to use and an
introduction to the lesson.

Check for Understanding: Charting the vocabulary and maps will

After the book is read, teacher and students will have a reinforce the concepts.
discussion on the material presented and go over any
questions or unclear information. Open discussion of information will
allow teacher to informally assess
student understanding.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding

and provide feedback and re-teaching)

Students will return to their desks and teacher will hand
out the maps of California. Using the Ladybug
projector, teacher will guide and explain how to label,
and fill in their maps. Students will independently
follow along.
Rationale:
Guided direction of steps to fill in the
map will make sure all students stay on
task. Allows teacher to have control of
the students’ pace.

Asking students questions will

Check for Understanding: provided the teacher with current
Ask questions and allow students to volunteer understanding.
suggestions and answers.
8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)

Students will finish coloring and filling in their maps
after all directions have been provided on the projector
and teacher feels all students are clear on the
assignment. Students may work with their assigned
seat partners if need be.
Check for Understanding:
Teacher will circulate the classroom and informally
observe student work. Stopping to help students when
needed.
Rationale:
Independent work allows students to
practice and reinforce the information
learned. Drawing and coloring the map
allows students to express their
knowledge and allows the students to
see the information in a visual
perspective.
Informal assessment allows the teacher
flexibility in providing more
instruction if needed.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

Comprehension of the lesson will be assessed through
informal observations and classroom discussions.
Students will demonstrate their knowledge through
classwork and quiz.
Rationale:
Both formal and informal assessments
will allow students to demonstrate their
understanding and knowledge of the
information.

10. Closure: (Describe how students will reflect on what they have learned.)

At the end of the allotted time for Part 1, teacher and
students will share and review the maps they filled in.
This is part 1 of 3. Students may or may not finish
coloring their maps. Any maps not finished will be
completed later. During part 2, there will be a review of
the information learned during Part 1.
Rationale:
The entire lesson will take place over 3
days, and reviewing previously learned
information will reinforce ideas and be
a great introduction the next day’s
lesson.
11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went
well? What needs to be changed? Were learning outcomes met? What activities will you
add, change, modify in the future? What can be done to follow up on the learning from this
lesson? Who needs additional help? Who needs enrichment or higher level work?)

TBD