Student: Steph Mowery School: Frances Slocum

IWU Supervisor: Professor McCracken Co-op Teacher: Mrs. Hendey

Teaching Date: 11/9/18 Grade Level: 2nd

LESSON RATIONALE
The cardinal directions are a part of everyday life. The students will learn and apply this necessary life
skill to be able to describe to someone how to get from place to place.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: The students will learn and apply knowledge of the cardinal directions.
B. Objective(s):
 The students will demonstrate their knowledge of the cardinal directions by locating various
common places and identifying what direction to go in.
C. Standard(s):
a. NCSS 3 – People Places and Environments: Social studies programs should include
experiences that provide for the study of people, places, and environments.
b. IAS – 2.3.1 Use a compass to identify cardinal and intermediate directions and to
locate places on maps and places in the classroom, school and community.
II. Management Plan
a. Materials:
- video
- direction signs for wall and floor
- tape
- signs with common places
- white board and marker
- toy car
- independent practice sheet
- challenge slip activity

b. Time – times are listed at each section

c. Space – the desks will be pushed off to the side during the lesson. The students will be in
a half circle on the floor for instruction and guided practice. The students will be at their
seats for the independent practice.
d. Behavior – I will vocalize positive behavior when I see it. I will give expectations and
procedures ahead of time – students who are not following directions during the lesson,
will be asked to move to a different spot. The students will receive a whole class reward
of doing an activity of choice later in the day if they follow directions and participate.
III. Anticipatory Set – 3 min
- There is a new person in town. Her name is Sophia. I am going to show you a video about Sophia.
Play video.
- (Sophia is actually Kat Lovell dressed up!) The video shows how Sophia is new in town and keeps
getting lost. She tries to go to school and ends up somewhere completely different. Then she
tries to go to the library, and ends up somewhere else!

IV. Purpose: must be stated to the students! Why do they need to learn this?
 - Sophia is new in town and needs some help figuring out where things are at. In order to explain
to Sophia where different places are at, we have to be able to describe to her which directions to
go.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-- (CAEP K-6 1.b)
 During the Independent practice portion of the lesson, I will have several students who
struggle in reading go to the kidney table with Mrs. Hendey. She will read the directions
aloud to the students so that their reading ability is not a barrier to showing their knowledge
of the directions.
 For students that finish the independent practice early, I will have an extended challenge
activity.

VI. Lesson Presentation (Input/Output) – 25 min

 Lesson Presentation:
o Students will begin in a half circle on the floor. Talk to the person next to you about a
time when you have given someone directions and how you described where to go.
o What are some things that you said when describing where to go? Call on a few students
to share.
o When giving directions, people often use terms like North, South, East, and West. Write
terms on board with symbols (N, S, etc.). Sometimes we just use the first letter of each
instead of the entire name, so N for North, S for South, etc. Raise your hand if you have
heard of these words used before.
o Look around at each side of the room, what do you notice? I have the directions posted
on each wall telling you which way is North, which way is South, which is East, and which
way is West.
o You might be thinking, Miss Mowery, how do I remember which direction is which way?
Why is it important that we remember which way is North, which is South, which is East,
and which is West? Right, in order to explain to Sophia which directions to go, you have
to know which direction is which!
o So, I have a tip to help us remember. This tip helped me learn the directions when I was
in second grade! Lay out the cardinal direction terms on the floor as they would be
placed on a compass. Underline the first letter of each word.
o Write on a white board Never Eat Soggy Waffles and underline the first letter of each
word. Someone raise your hand and read this for me.
o This phrase says Never Eat Soggy Waffles. You may be thinking, Miss Mowery what does
that have to do with directions. Well you see, sometimes we come up with silly sayings
to help us remember things. What do you notice about the first letter of each word?
Right, each letter stands for each of the directions. Never is North, Eat is East, Soggy is
South, Waffles is West. Now if you get confused where to start, there is a secret word
hidden in the directions. If the students need a hint, tell them to pay close attention to
the first letter of both West and East.
o Okay.. which direction is the smart board? Which direction are the windows? Which
direction do we put our coats? Which direction is the white board?
o How is knowing these directions going to help Sophia get places?

 GUIDED PRACTICE :
 o I will make signs ahead of time of common places in the community, along with pictures
for struggling readers. (signs include: school, home, store, library, boys and girls club,
gas station
o Before the lesson, I will have put down tape on the floor to represent a simple, concrete
map of where common places may be. Example:

o Okay, Sophia is at her home. Raise your hand and tell me what direction Sophia has to
go in to get to the Gas Station. East! The student will come move a toy car from her
home to the gas station.
o Which direction does Sophia have to go in to get from the gas station to the library?
North! Call student up to move car.
o Sophia is at the library and decides she wants to go check out the boys and girls club.
Which direction does she need to go in? West.
o Now Sophia wants to go to the store. She confused because the school is North and the
library is east, so she is unsure where the store is. Someone describe to me how Sophia
can get there.
o Finally, Sophia wants to see where the school is so she knows how to get here to learn.
Which direction does she need to go in to get from the store to the school? West.
 INDEPENDENT PRACTICE:
o Now that we have practiced helping Sophia, you are going to show her that you know
your directions and can help her out!
o I am going to show Sophia your work so that she knows she can trust you with
directions!
o Pass out Directions practice sheet: have up on smart board. Go through the format of
the sheet.
o Call students who struggle with reading over to table for Mrs. Hendey to read directions.
o Directions practice sheet is listed below after lesson plan and rubric.
o For students that finish early, I will have a challenge slip activity.
 Challenge Activity:
  Sophia is at Home. First she goes East, then South down Main Street,
then she turns West at the next road. Where is she at?
_________________________________
 Sophia is at the store. She have 3 places she has to go to. She goes West
from the store and crosses Main Street to the place across the street.
Then she goes back East and goes North on Main Street. She goes by the
road to the Library but keeps going North. Then, she turns East off of
Main street to the final place. What 3 places did she go to?
____________________________,
_______________________________, and
______________________________________

VII. Check for understanding.

 I will check for student understanding through my questioning during guided practice.
 If students have not grasped the concept, I will meet with them during independent practice
work time. I will re-teach the concept so that they are able to complete the independent
activity.
VIII. Review learning outcomes / Closure – 7 min
 I am going to show Sophia your work. But since she wasn’t able to be here today, probably
because she couldn’t find the school, I am going to take a video to show her later.
 As a table, each of you are going to share with her one of the questions you answered on the
practice sheet we just did. So, discuss with each other and figure out which one you are going to
share.
 I will remind each group to discuss quietly while I pull groups aside to video them.

PLAN FOR ASSESSMENT

 At the end of the lesson, I will collect the Directions practice sheet and assess whether students
have grasped the concept.
 I will assess student understanding through the closure activity based on how students explain
what they have learned.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
- How well did the students grasp the concept of the cardinal directions through the concrete way
it was presented?
- Were all learners evidently supported throughout the lesson?
- Did the assessments accurately show what students knew?
 Student: Steph Mowery School: Frances Slocum
IWU Supervisor: Professor McCracken Co-op Teacher: Mrs. Hendey
Teaching Date: 11/9/18 Grade Level: 2nd

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Template Studies content. Student includes all of the
Rationale information in the template heading.
Statement of rational for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

Objectives connect goals and standards with lesson
Standards activities and assessments.
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)
NCSS:
IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.
Plan For Instruction
Adaptation to Instructional opportunities are provided in
Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.
Remediation –
Enrichment –
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.
The candidate’s lesson includes both
modeling and guided practice.
The lesson presentation includes relevant
activities that encourage student
participation and critical thinking.
 Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment
Formal and Informal A plan for formal and informal assessment
Assessment throughout the lesson is included. The
assessment strategies are uniquely designed
ACEI 4.0 for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower
Additional Comments:

Directions Practice Sheet Below:

 Name ________________________________________________

Name of Town __________________________________________

North (N)

Main Street
Home
Hospital

West (W) East (E)

School Library

Gas Station Store

South (S)

Use the map to answer the questions.

1. Sophia is at Home. What direction does she need to go in to get to the School?
______________________________________________
2. Sophia is at School. Draw a line that goes East. Where is she at now?
_____________________________________________
3. What direction does Sophia need to go in to get from the Store to the Library?
_____________________________________________
4. Sophia is at the Hospital. Draw a line to the place West of the Hospital. Where is she at
now? _________________________________________