West Virginia State University

Lesson Plan Format and Assessment Rubric

WVSU LESSON PLAN FORMAT
Teacher Candidate __ Ellen Akers ________ Date________ _________________
School ___Dunbar Primary _________ Grade/Subject ____1
st
grade_____
Lesson Topic __Theme West Virginia____________ cardinal directions, map

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will learn and identify the cardinal directions of N, E, S, W and place on appropriate walls
of the room.
Students will review a map of the school and be able to walk and refer to the map.
Teacher will model reading with a read aloud and students will work on comprehension by retelling
parts of the story.

WV CSOS
S.S.0.1.3.02: use models as representations of real things.
SS.1.G.1: reflect an understanding of cardinal directions,
1.SL.C13.2: ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
ELA 1.R.C.1.2: retell stories, including key detail and demonstrate understanding of their central
message or lesson in literary texts.

NATIONAL STANDARDS
1
st
Grade Reading Standards for Literature National Education Standards.
Ask and answer questions about key details in a text.
Describe characters, settings, and major events in a story, using key details.
1
st
Grade Reading Standards for Informational Text
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Use the illustrations and details in a text to describe its key ideas.

MANAGEMENT FRAMEWORK
Overall time frame 70 minutes
5 minutes on direction and putting signs on walls
15 minutes to look at map of school and walk to 2 locations and back to classroom following the map


4 minutes to draw a line of where we walked on the map
25 minutes, to the reading area, read aloud and retelling of story What is a Landform
5 minutes to talk about pretend and real
10 minutes clean up
10 minutes assessment and review

STRATEGIES
Teacher led instruction, and teacher led show and tell for building model. Cooperative teamwork on
model and walking the map through school quietly.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
We will all be working together. Teacher and Aide will assist with colors and hands on activities. Seats
for reading should be assigned for any hearing difficulties. Some students may need to walk the halls
independently with aide or adult helper.


PROCEDURES
Introduction/ Lesson Set
Have an overview power point or white board to show what is going to happen for the lesson.
Cardinal directions and how they relate to a map and the room. Hang the cardinal directions in the
room with the help of a compass or prior knowledge for teacher.
Have a map on the smart board of the school halls. Draw where we are going to walk (i.e. cafeteria
and bathrooms). Each student using a crayon can draw in the directions on their map and the lines
they walked to the locations chosen.

Body & Transitions
Reading the book transition to the reading area and give the book title What is a Landform by
Rebecca Rissman review the cover and predict what it is about

Closure
Back at seats review the lesson step by step. 1
st
. the directions, 2
nd
the map, 3
rd
the book.

ASSESSMENT

Formative: Review students maps to verify the Cardinal directions are listed correctly.


Summative: Walking to the correct locations. Retelling of the story from the read aloud book.
Adding items to the model forest in correct locations.

MATERIALS
Book for read aloud: What is a Landform by Rebecca Rissman
Maps of school
Cardinal directions to hang in room



EXTENDED ACTIVITIES
If Student Finishes Early They can retrace their map on copy paper so they can have an extra copy.
If Lesson Finishes Early: Play a cardinal direction game with the 0-100 number sheet and color in the
numbers a different color depending on which direction is it closest to.
If Technology Fails: use white board for information. Have student sit to view the map from their seats

POST-TEACHING
Need a different book more age appropriate.

Formal Reflection

1. Implementation
I was ready for this lesson I had all the supplies, eager to teach 1
st
grade. Students were
excited to do an activity where they could travel through the school, making them special
for a while. I introduced the lesson in its entirety listing on the Elmo what we were going
to do for the next section of time. This was my first mistake as some students only heard
what they wanted to do; others heard time frames and continually asked the time. This is
why in elementary especially the primary grade the students have little choice in direction
of the class; they go in 20 different directions.

2. Clarity of Presentation
Students participated in all events of the lesson to a great degree. Some were more restless than
others and had a hard time sitting still for the read aloud. Presentation of directions to students
and from students made sure everyone was on the same task. Echo reading developed into choral
reading as students became more confident of information.
3. Attention to individual differences
Student personalities and conflicts made obvious choices as to who should walk with whom on
the trip around the school. This proved a very effective plan and other classes commented they
may make it a first week lesson for each new school year. This also calmed students fear of
getting lost and made them have mastery over the school rooms. Not all students could follow
maps without marked know locations. Stickers were placed at doors they knew and classrooms
identified by letters or picture stickers available to students.
4. Focus on Relationships and student response
Students related to other students they walked the maps. Class cooperation was improved as we
hung the cardinal direction signs together. Students left their maps on the desk all day to point to
where different events happened.
5. Planning and Implementing Higher Order of thinking
Creating their own path on the maps was a higher order of thinking for 1
st
graders. Anticipating
where they would go the next time they left the classroom became a game for the day. As a class
we categorized the map by grades, P.E., Art, Library, Music and outside areas. This activity was
a fun time for the class and me.


6. Assessment
All the maps were completed some students had more assistance than others from peers
or the teacher. No student was lost in this activity and confidence to successfully come
and go was increased so all students could participate daily.
Artifact below is a copy of a school map. (The map attached is not of the school I taught
this lesson at the principal did not want it on a web site, understandably with our lock
down procedures.)

This activity could have included more art work and been laminated for the students to
use the first month of class. I will consider using this lesson for future years to help
students become more comfortable with the school. I have been informed that the maps
cannot go home due to school policy.