CEP Lesson Plan Form

Teacher: Natalie Pearce Date: 11/1/2018

School: Kinard Core Knowledge Grade Level: 7th Content Area: Social Studies

Title: Geography of Europe during WWI Lesson #:_1_ of _2_

Lesson Idea/Topic and In this lesson, students will go through a review activity to draw on their
Rational/Relevance: prior knowledge of map-making and the proper format. They will then move
What are you going to directly into a quick lecture about the geography of Europe during World
teach and why is this War I, and then work on handmaking maps to reflect this geography. This is
lesson of importance to an important lesson for my students because they need to visualize what
your students? How is it Europe was like during World War I before learning about the specifics of the
relevant to students of war in the rest of the unit. It is relevant to students of this age because they
this age and background? need to be able to identify places on a map while also understanding the
proper format for maps.

Student Profile: Write a This class is made up of 30 students of all learning types and levels. This is a
narrative about your traditional-level class, so all students either learn at or below their grade-
learners. What are their level. There are 3 students on IEP’s for a variety of reasons related to their
special needs? ability to complete different kinds of work. There is one student with a para
Exceptionalities? to help him complete the tasks because he is unable to do so on his own.
Giftedness? Alternative This is a difficult class to keep engaged, as they are not very mature and are
ways of learning? constantly looking for ways to distract the teacher and get off task. However,
Maturity? Engagement? when they are engaged and working, they are highly motivated compared to
Motivation? students at other schools.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

History: The historical eras, individuals, groups, ideas and themes within regions of the Eastern
Hemisphere and their relationships with one another.

Geography: Use geographic tools to gather data and make geographic inferences and predictions.

-Interpret maps and other geographic tools to find patterns in human and physical systems.

Understandings: (Big Ideas)

Political and physical maps have key differences in format, labeling, and shading.

Map-making is an important skill to have to understand historical perspectives at a different level.

The geography of Europe was different during World War I than it is now and this played a role in the
outcome of the war.

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CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standards

What is the difference between a physical and political map? Why is this important?

Why is map-making an important skill to have?

How can maps or geography play a role in historical events?

From Standards:

How would the world be different if we had no maps?

Why do geographers use a variety of maps to represent the world?

How do regional issues affect larger areas?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can (What do we want students to know/be able to do?):

I can understand the difference between political and physical maps and show this on a handmade map.

This means (How do we know they know/can do it?):

This means I can shade, label, and format each map differently to visualize and understand what Europe
looked like right before World War I began.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson European Map-Making Skills
Should be a creative title for you and the The purpose of this lesson is to continue practicing map-making skills specifically in Europe leading
students to associate with the activity. up to World War I to help students visualize the continent during this time and give more context to
Think of the purpose as the mini-rationale the war.
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials Full 90-minute class period is needed to complete this lesson.
How long do you expect the activity to last Materials needed: Maps for review, PowerPoint for context mini-lecture, blank maps and rubrics for
and what materials will you need? students to complete the assignment.

Anticipatory Set Map-Making Skills Review Game:

The “hook” to grab students’ attention. The students will work with their table pairs to identify problems on handmade maps to draw on
These are actions and statements by the their prior knowledge of map requirements.
teacher to relate the experiences of the There are 5 different handmade maps that have multiple issues including incorrect labels, missing
students to the objectives of the lesson, To keys, and improper formatting. Each map will be shown on the projector and the groups will have
put students into a receptive frame of approximately 30 seconds to discuss the issues they see, and then following my countdown, they
mind. have the opportunity to point out the issues at the front of the class in a competition style. The
 To focus student attention on the group that raises their hands first must point out all the issues on the example map. If they are
lesson. missing examples, another group can steal the turn and point out the rest of the issues on their
 To create an organizing framework own.
for the ideas, principles, or During this game, I will be asking follow-up questions related to map-making skills that are not only
information that is to follow related to the issues on each map, but the improvements that could be made to meet the map-
(advanced organizers) making requirements.
An anticipatory set is used any time a Students will be aware that the skills they are reminded of during this activity must be directly
different activity or new concept is to be applied to their new European maps which they will complete directly following the review activity.
introduced.
How do you intend to engage your
students in thinking during the The strategy I intend to use is: Game and Competition Style
Anticipatory Set? I am using this strategy here because: it is a fun way to help students draw on prior knowledge. The
competition style keeps them engaged because they will want the opportunity to show what
Why are you using it at this point in your they’ve learned at the front of the classroom.
lesson?

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CEP Lesson Plan Form

Teacher Actions Student Actions Data Collected

Procedures Warm Up: Explain rules and Warm Up: Work in pairs, use Warm Up: Understanding
(Include a play-by-play account of what expectations to students, have notes on map-making from students’ prior knowledge. If
students and teacher will do from the them work in table pairs. Show interactive notebook if needed, groups are unable to point
minute they arrive to the minute they each example under the stay on task and participate in out all issues on the
leave your classroom. Indicate the length document camera and follow follow-up discussion. Draw on handmade map, a further
of each segment of the lesson. List actual the strict 30-second review prior knowledge. review will be necessary.
minutes.) before counting down and
Indicate whether each is: calling on the first group ready
-teacher input/actions, student actions to present the issues they found.
-modeling Mini-lecture: Following a
-questioning strategies PowerPoint with the geography Mini-lecture: Take notes in Mini-lecture: Monitor for
-guided/unguided: of Europe and explanation of interactive notebook on the class participation as inquiry
-whole-class practice important cities during World importance of Europe’s questions are asked about the
-group practice War I. geography. Work silently and role of geography. Take extra
-individual practice Full Class Activity: New blank attend to the lecture. time on these questions if the
-check for understanding European maps with rubrics. Full Class Activity: Work students to do not seem to
-other Explain expectations to class individually to complete the follow.
before releasing them for work maps, ask questions as needed. Full-Class Activity: Walk
time. Walk around classroom Can work while listening to around to monitor progress
and monitor progress. music but if the class gets off and make sure students are
Closure: Check-in with student task it will be silent work time. all using the proper formats
progress on map completion Closure: Evaluate progress on for their maps.
and decide whether they will map and communicate how Closure: Make changes to
need to finish for homework or much time is needed to next day of class if students
if more class-time will be given. complete the map. Participate need more time to complete
Ask review questions and hold in closing discussion. maps. Check for
mini-class discussion on the understanding gained
importance of maps. through mini-lecture through
follow-up discussion and
review.

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CEP Lesson Plan Form

How do you intend to engage your

students in thinking during the The strategy I intend to use is: Check-In Questions and Class Circulation
PROCEDURE?
I am using this strategy here because: I want my students to be able to complete the task
Why are you using it at this point in your individually and monitor their progress by checking in every 10 minutes or so on their progress and
lesson? answering individual questions. I will stop the class if someone asks a question that the entire class
could benefit from hearing.

Closure The closure will revolve around a class-wide check in with map-making progress. I will ask for a
Those actions or statements by a teacher general idea of where they are at in the process, and decide if they should complete the rest of the
that are designed to bring a lesson maps at home, or if I can plan for an extra 15-20 minutes in the next class to give them more time
presentation to an appropriate conclusion. to complete all of the map requirements. I will also ask questions related to the cities and countries
Used to help students bring things they identified on their maps and ask them to make predictions as to why they believe they are
together in their own minds, to make important to make note of before the start of World War I. This will get them focused on the
sense out of what has just been taught. importance of geography in the world and make them aware that we will be moving onto the
“Any Questions? No. OK, let’s move on” is content of the war following the map-making.
not closure. Closure is used:
 To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
 To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during CLOSURE? The strategy I intend to use is: Check-In and Review Questions

Why are you using it at this point in your I am using this strategy here because: I need to know where my students are at on their maps and
lesson? their understanding established during the mini-lecture.

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CEP Lesson Plan Form

Modifications:
The student with the para will work with a modified map. Rather than identifying the specific area a
Differentiation: city is within a country, the student has a fill in the blank map. This allows him to keep track of how
Differentiation should be embedded many places to put on the map and keep it in the proper format. This option is available for other
throughout your whole lesson!! students as well, but only if they are having trouble.
This is to make sure you have met the
needs of your students on IEPS or 504.
Consider your student profile narrative
at the beginning. What do your
students need to be engaged and Extensions:
successful? Students who finish the labeling and formatting of both maps before class time is finished can earn
To modify: If the activity is too advanced extra points on their graph for additional shading. There is some shading required for the maps but
for a child, how will you modify it so that students can shade the entirety of it if they complete the task soon enough. This will help them
they can be successful? visualize the placement of countries more.
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment Reflection: (data
I will know the students have met the requirements for map-making skills review if every pair is
analysis) able to point out the flaws in the map examples. I will know they understand the importance of
How will you know if students met the
geography for World War I if they are participating and answering questions during the mini lecture.
learning targets? Write a description of
I will know understand how to make their maps as I walk around the room and monitor their
what you were looking for in each
progress.
assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data connected to
the learning target(s) to justify your level of achievement)
The lesson objectives were achieved in this lesson, especially during the warm up. The
students were very excited for the competitive aspect and were easily able to point out
all of the flaws in the examples. They were then working successfully and quietly during
the map-making process and many finished their maps before class was finished. There
were no real issues with formatting or following instructions on the rubric.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I was only able to teach the warm up review portion of this lesson in person, but I would
change the organization of it. The students were not fully aware of the time limits and
were also hoping for some sort of point-recognition for the competition aspect of it.
Although the competition was fun and exciting for the students, it might have distracted
them from the importance of map formatting. I might decide to take away the
competition aspect of it if I were to teach this again. Also, in the real classroom setting,
my teacher did not give them any context into why they were working on the maps like I
had planned in my hypothetical mini-lecture. I think context is always extremely
important for students so I would make sure I placed heavy emphasis on this portion of
the lesson.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision another geography activity to continue practicing map-making skills. This map
activity would be paired with a lecture about the world powers during World War I. The
students would complete notes during the lecture, and then use the notes to plot the
world powers on a map, coloring all of the allies the same color so they could visualize
all of the powers at play and continue to meet the geography standard for a social
studies classroom.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.
I was not explicitly using co-teaching for this lesson, but Mrs. Darrow was there for
classroom management purposes. She also chimed in during the review portion to add
emphasis on the importance of formatting, which was not planned but very helpful for
the students. I would use this same style because sometimes it is easy to forget to
emphasize importance when you are caught up in teaching a warm up, but the co-
teacher can step in and make up for where you may have lacked.

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