MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT

TEACHER CANDIDATE Lacy Stroh
DATE October 31st, 2023
GRADE / CLASS 1st Grade Social Studies
UNIT Geography

LESSON TITLE Land and Water

DURATION 55 Minutes
CO-TEACHING MODEL N/A

LESSON OVERVIEW
Identify the central focus and purpose of the lesson, as well as how it is addressed by the standards. Include the
content understandings/ core concepts and skills students will learn. Provide a summary of the lesson, length of
the lesson, and the scope and sequence (learning progression).

[The central focus and purpose of this lesson is to show first Explain WHY this/these standard(s) are appropriate
grade students the difference between land and water on a for this lesson.
globe or map and be able to tell the difference between a [These standards are appropriate for this lesson
globe and a map. This lesson also teaches students that they are addressed in the Tennessee State
there is more water than land on Earth. This is addressed standards. The students are directly learning about
by the standard and practice because the differences geographic symbols on maps and globes by
between land and water are being addressed, which is the beginning to understand what maps and globes are
basis of any map or globe. The core concepts that will be and recognizing how to differentiate bodies of
learned will be how to identify land versus water on a map water from land.]
or globe. The practice addressed is SSP.06 Develop
geographic awareness by: Identifying geographic symbols Explain HOW the standards address the central focus.
on maps and globes. The standard addressed is 1.10 [The central focus aligns with the standards because
Recognize basic map symbols, including: cities, lands, roads, maps and globes are being introduced and the basis
and water. of being able to understand them, which is telling
the difference between land and water, is being
taught. ]
This is the first lesson in the geography series about
different symbols on a map or globe.

Lesson Time: 55 Minutes

Activating Strategy: (10 minutes)
Students will begin by completing a KWL chart with the
teacher about what the students know about oceans and
what they want to know.

Instruction: (25 Minutes)

A map will be pulled up and an explanation will be given
that blue represents water and the other colors, such as
green or brown, represent land. Next, the teacher will read
Maps and Globes by Jack Knowlton. Guided questions will be
asked by the teacher. The teacher will explain the difference
between maps and globes. A game will be played in which
an inflatable globe is tossed around and students will say if
their thumb landed on water or land. A tally will be kept of
student results.

Closure: (20 Minutes)

A blank world map will be handed out to students
individually for them to color the water blue and land
green. Finally, students will be called back to the large
group to complete the KWL chart.]

CONTEXT FOR LEARNING

Describe to whom the lesson will be taught: students with specific learning needs, class demographics, cultural
and community assets, and special circumstances. Identify the data sources used to identify each student’s needs.

[This class is very diverse with students from various Explain HOW you used multiple types of data to
different backgrounds culturally, racially, and linguistically. identify each student’s learning needs and to develop
While I am unaware of the true percentages of the different differentiated learning experiences.
races within the classroom, I would say there are around [I was able to identify the ELL students from WIDA
the same amount of those who identify as White as there reports given to me by the teachers of the class they
are that identify as Black. There is a smaller percentage that attend. I utilized technology to look up information
identify as Latinx, and a small number of students who about Black Fox Elementary and Murfreesboro City
identify as Asian. There are multiple students who receive Schools. Other than these mentioned, I observed the
supplemental instruction. Two students identify as English class in order to come up with these data
Language Learners, or ELL, and receive special conclusions. I will continue to observe prior to and
accommodations. While both students were born in the during the lesson to provide accommodations
United States, their primary language is Spanish. One should I deem it necessary.]
student has a WIDA composite score of 4.1, ranking highly
on listening and comprehension, but lower on speaking.
The other student has a composite score of 2.6, scoring
highly on listening but poorly on reading.

I am unaware at this time other specific accommodations or

class data, including the ratio of male to female students. All
students in this school district receive free breakfast and
lunch. ]

LESSON ALIGNMENT
List each component of your lesson below connecting across the row. This section will help you map out and
visualize direct alignment from Standards to Assessment. Consider this section as an umbrella, mapping the next
sections for alignment. Each component will be written again in subsequent sections to add in justifications.

Standards
(including subject, Criteria for Assessment
Objectives Learning Targets
number and Mastery /Evaluation
wording)
• [SSP.06 [ - The student will [-I can tell the [-I know I am [The learner will
Develop be able to tell the difference between successful when I can complete a
geographic difference between a a globe and a map. tell the difference worksheet in which
awareness globe and a map. between a globe and he or she colors on a
by: -I can identify land a map and recognize blank world map
Identifying -The student will be and water on a the land and water the areas that are
geographic able to differentiate globe and a map. on a globe and map.] land in green and
 symbols on between land and -I can tell that there the areas that are
maps and water on a globe and is more water than water in blue. The
globes. a map. land on Earth by learner will also
• 1.10 using a globe.] share his or her
Recognize -The student will ideas with the class
basic map recognize that there by using a KWL
symbols, is more water than chart.]
including: land on Earth by
cities, lands, using a globe.]
roads, and
water.]

OBJECTIVES/LEARNING TARGETS /CRITERIA FOR MASTERY

Provide clear, specific, and measurable learning targets that are aligned to content/ competency standards. Use
student-friendly language - “I can” statements (not activities). Include the criteria for mastery.

[Objectives: Explain HOW the learning targets/objectives align

-The student will be able to tell the difference between a with the standards, are appropriate for the subject
globe and a map. area and developmental needs of the students, HOW
they are measurable, and HOW they communicate
-The student will be able to differentiate between land and student mastery.
water on a globe and a map. [The student being able to tell the difference
between a globe and a map is important for SSP.06
-The student will recognize that there is more water than because there may be different symbols on a globe
land on Earth by using a globe. versus a map. Using correct terminology is
important at this stage, and any stage, of learning. It
Learning Targets: is appropriate because it is the basis of this unit.
-I can tell the difference between a globe and a map. Developmentally, students have not been exposed
to globes or maps so they need to understand the
-I can identify land and water on a globe and a map. differences and similarities they possess. It is
measurable because students should be able to ]
-I can tell that there is more water than land on Earth by
using a globe. Articulate HOW the applicable domains of learning
are imbedded in the objectives
Criteria for Mastery: [The cognitive learning domain is imbedded into the
-I know I am successful when I can tell the difference objectives because the student is building on a
between a globe and a map and recognize the land and smaller understanding in order to grasp a bigger
water on a globe and map.] concept. For example, they must learn what a globe
or map does and shows before they can learn to
read the map. Also, by being able to differentiate
between land and water on a globe or map, students
will be able to visualize and come to the conclusion
that there is more water than land on Earth.]

ASSESSMENT /EVALUATION
Explain your plan for formatively and summatively (if applicable) assessing using multiple ways for the students
to demonstrate their knowledge and skills in relation to the learning targets/objectives. Include the assessment
questions/tasks. Include the accommodations/modifications for the students with special learning needs. Identify
your plan to use a variety of data, independently and in collaboration with colleagues, to evaluate the outcomes of
teaching and learning and to adapt planning and practice.
[The plans for formatively assessing students in this lesson Articulate HOW the assessment is appropriate to
are giving them a blank map in which they are to color in verify, document, and support student learning.
the oceanic areas in blue and the land/continental areas in [The coloring of the map is appropriate because it
green. This will be able to prove if they understood the verifies that students know the difference between
lesson in which we explained which areas are land and land and water on a map, which is one of the
which areas are water. This will be done independently. focusses of this lesson. It documents it because it is
The dialogue for instruction will be, “We have now a physical paper, and, if done incorrectly, it can
discussed the difference between land and water on a globe support student learning by showing the teacher
and a map. Who can tell me what color we look for when we that the topic may need to be revisited. The KWL
want to find water?” The student(s) will respond with, chart verifies student knowledge because it allows
“Blue!” The teacher will then ask, “What colors do we look students to recall information and explain it to the
for when we want to find land? Students may respond with, class. If this information is correct, it shows
“Green, brown, or white (Antarctica)!” The teacher will understanding. If it is incorrect, it may mean a topic
then say, “Great job. Now, everyone please get out two needs to be revisited. It documents student learning
crayons: one green and one blue. Everyone is going to by having a physical chart that students may revisit
receive a blank sheet of paper. Is this a globe or a map? How during this unit. It supports student learning by
do you know? You are going to remember what we reinforcing some ideas to the students’ classmates.]
discussed in our lesson and color the areas which are water
blue and the areas which are land green. Remember, is Identify HOW the assessment aligns with the learning
there more water or land on the Earth?” The students will targets/objectives and allows students multiple ways
respond, “Water!” The teacher will respond, “Great! This to demonstrate their learning.
means that you should have more blue on your map than [By asking if the sheet of paper the students are
green. You will work by yourself but the globe and maps we receiving is a globe or a map, it satisfies the first
discussed will be available for you to look back on if objective, which is telling the difference between a
necessary. You have ten minutes to complete this. Turn it in globe and a map. By explaining to the teacher the
to the basket when you are finished.” The accommodations different colors that land and water exhibit on maps
that will be given to the ELL students is they will be pulled and globes and by coloring the picture correctly, the
to the back table to work on the activity under the direction student satisfies the second objective, which is
of the teacher. This assessment is used for the purpose of differentiating between land and water on a globe
ensuring student understanding about what different colors and map. The questions asked by the teacher allow
represent on a map or globe. the students to prove that they understand there is
more water than land on Earth. By completing the
After the ten minutes is over, students will be called to the KWL chart, students can verbally recall their
carpet to complete the KWL chart from the beginning of learning, which aligns with all of the objectives. All
class. The teacher will say, “We began this KWL chart at the of these assessments are different, so students have
beginning of class. We have learned a lot since then! Now, it an opportunity to color, recall, and explain.]
is time to complete the L part—what did we learn? Please
raise your hand if you would like to share with the class Explain HOW the accommodations/modifications
what you learned about maps and globes today!” The provided meet the needs of the students with special
students will raise their hand to share, and their responses learning needs.
will be recorded on the chart. If a response is not accurate, [The only information about accommodations
the teacher will redirect and guide the student towards the necessary in this classroom that are available for
correct statement. Because this is a large group, use is the information about ELL students. Pulling
accommodations for ELL students will be allowing them the students to the back table for the teacher to
time to think about their answers and guiding them if they explain and assist the students will take away some
have trouble explaining their knowledge to the class. This pressure and confusion of working completely
assessment is used to gain an understanding about what alone. The maps will also be available for them to
students learned during this lesson and what may need to refer to, like they are with the typical students.
be revisited at a later point.] Allowing the students to think and ensuring their
classmates are kind and respectful will allow the
students to feel comfortable sharing during the
large group KWL chart session.]

Explain HOW biases are minimized in the assessment.

 [The goal of this lesson is to provide equity.
Everyone should have the resources available to
them that would give them success. Therefore,
everyone will receive the same access to maps and
learning materials. ELL students will be given
additional explanations and one-on-one time that
would not be necessary for a student who speaks
English fluently. Bias is minimized by calling on
everyone at the carpet who has something to say
during the KWL chart session.]

Articulate HOW you plan to examine the assessment

and other performance data to understand each
learner’s progress and to guide planning.
[The teacher will examine the map paper to ensure
students understand the big idea about how water
and land is represented on a globe or map. If there
is a large number of students who do not complete
this page correctly, even with the resources given to
them, such as the maps and globes we discussed,
the teacher will revisit the idea in the next session.
During the KWL chart, the teacher will be taking
mental and physical notes about if there are any
misconceptions about the lesson, especially if there
are any that are continually stated. These
misconceptions will either be corrected
immediately or corrected in more depth at the next
session.]

If used, explain HOW technology is used to support

assessment practices, engages students, and adds
value to the assessment
[Technology is not used in this assessment.]

Articulate HOW you will use a variety of data,

independently and in collaboration with colleagues,
to evaluate the outcomes of teaching and learning
and to adapt planning and practice.
[The data provided by these assessments will
support future planning by ensuring all objectives
and learning targets were met by this session. If it
seems as if the objectives and learning targets were
not met, a plan will be formed to adapt future
sessions to hopefully allow for better student
understanding and reinforcing what they should
have learned in this session.]

ACTIVATING STRATEGY
Describe the activating strategy (set/hook/motivator or advance organizer). Include your plan to engage students
actively. Provide the driving question(s) that students will be able to answer after this lesson. Identify how you
will connect it to prior knowledge. Be sure that it aligns with the learning targets/objectives and promotes
anticipation and curiosity.
[The activating strategy for this lesson will be to begin a Articulate HOW the activating strategy is
KWL chart, which will ask students what they already know imaginative, creative and how it raises anticipation
about maps and globes and what they want to learn about and connects with objective(s).
maps and globes. All students will be given a moment to [The KWL chart activates students’ prior knowledge
think before ideas are presented to the class. If there are and gives them time to imagine what is possible
lots of responses, the teacher may go round the carpet and when asked about what they would like to learn.
ask everyone for an answer. If there are not a lot of Reading the learning targets also gets them
responses, the teacher will call only upon students who imagining what they are going to learn. All students
raise their hand or indicate they have an answer. After all are encouraged to respond. It connects with the
responses are recorded, the teacher will provide the objectives because the learning targets, which
learning targets on a Powerpoint slide with a target on the directly correspond with the objectives, are stated
slide as well. The teacher will read off the learning targets, and the activating strategy is all about maps and
which are: I can tell the difference between a globe and a globes, which is broadly what the lesson is about.
map, I can identify land and water on a globe and a map, Anticipation will be raised because students expect
and I can tell that there is more water than land on Earth by that most of the questions that they ask about
using a globe. While reading the objectives, the students wanting to learn will be answered.]
will have their arms positioned as if they were shooting off
a bow and arrow. When all objectives have been read, the
students will pretend as if they were shooting the arrow
towards the target on the screen.]

INSTRUCTION
Based on your knowledge of your students, provide specific procedures and strategies that you will use to engage
students in the learning tasks. Provide a detailed timeline for each part of your lesson, including transitions.
Include your plan to differentiate the learning for your students. Include essential questions you will ask to
promote thinking and check for understanding. Describe how you will engage students actively in the lesson.
Include where and how you will formatively assess students during the instruction.

[This section will last approximately twenty-five minutes. Articulate HOW the teaching strategies are
appropriate with respect to content, context, and the
Five Minutes students identified in the context for learning.
The teacher will begin by putting a map on the projector. [The lesson is about maps and globes, how they are
The teacher will ask, “What do we know that a map shows different, and what they show and tell us. Therefore,
us?” Student responses will vary, but the main concepts that talking about maps, the differences between maps,
need to be understood are that maps show land and water. and having the game where the students see if more
The teacher will then ask, “How do we know which area is people land on water or land are appropriate for the
land and which area is water?” Students should state that content. This is their first introduction to maps and
the water is colored in blue and the land could be colors globes, so having the basics is appropriate in this
such as green or blue. context. The ELL students identified in the context
for learning should be able to complete these
Eight Minutes activities because they are more proficient listeners
Next, the teacher will read Maps and Globes by Jack than readers or speakers, and they will largely be
Knowlton through a read aloud on YouTube listening. All other students should have no
(https://www.youtube.com/watch?v=EhFiBTeVqH4). This difficulty with comprehension.]
will be the main instruction of this lesson. The teacher will
read and elaborate on certain parts as the teacher deems Explain HOW the timeline is appropriate for all
necessary. For example, on the page about distortion, the components of the lesson plan.
teacher may ensure students know what this mean. For this [A five minute introductory should be appropriate
lesson, the teacher would only need to have the video on for looking at a map and ensuring the students
until 5:27, which ends at the difference between maps and understand the difference between land and water
globes and why globes were invented and how they are on it. Eight minutes should be appropriate for the
helpful. This will be a helpful book to have as the unit dives story read-aloud because the read-aloud itself is
deeper into different types of maps. only five and a half minutes. This should be plenty
of time left over for a couple of stopping and
Ten Minutes elaborating points. Ten minutes for the game should
suffice. There will be approximately twenty
Students will be instructed stand in a circle. The teacher students participating in the game, so this should be
will explain, “We have been discussing maps and globes.” As enough time for them to toss the ball and say if their
the teacher holds up an inflatable globe, she will ask, “Is this thumb landed on water or land. Lastly, a two minute
a map or globe?” to which the students should respond, transition will be helpful when preparing for the
“Globe.” Next, the teacher will say, “I wonder if there is closure activities.]
more land or water on Earth. What do you think? Raise
your hand if you think there is more land on Earth. Raise Articulate HOW the essential questions align with the
your hand if you think there is more water on Earth.” After objectives, promote critical thinking, and guide
observing student responses, the teacher will continue, rather than direct student thinking.
“Now, we are going to use our globe to see if we can find the [The essential questions are about maps and globes
answer to this question. Listen closely, here is what we are and how they are different, which directly align
going to do. I am going to GENTLY toss someone the with the objectives. The question asking students if
inflatable globe. When you catch it, you are going to look at there is more water or land on Earth will provide
your thumb on your right hand and tell me if it is on the them an opportunity to think critically about what
land, which is green, or on the water, which is blue. Say it they know. The activity should guide them to the
loud so we can keep a tally! After, you are going to GENTLY knowledge about this question.]
toss it to another friend in the circle. Any questions?” Once
the teacher explains the rules and there are no more Explain HOW you will elicit students’ ideas so they
questions, the game will begin. The tally should show that are visible to you and others in the class.
there is more water than land, but if it does not, the teacher [All students will be encouraged to speak and vote
would need to explain that our game had some misleading when questions, such as what a map shows us and if
results and that there is actually more water than land on there is more land or water on Earth, are asked.]
Earth.
Explain HOW you will monitor students’ different
Two Minutes ways of thinking, and how you will select which ideas
The students will transition to their desks, ensuring they to highlight in class.
have their crayon boxes and are sitting quietly waiting for [All students will be encouraged to speak. If an
instructions on the closing activities.] answer is provided that is not completely true, the
teacher will still thank the student for their answer
and attempt to guide the class away from the
misconception and toward an accurate response.
This may look like saying, “This is almost
correct…does anyone know of what he/she needs to
say differently for this to be true?” Any answer that
is correct and has relevance to the lesson will be
highlighted because this is new material that is
being taught.]

Explain HOW you will build on students’ ideas

towards worthwhile disciplinary ideas
[If any student has additional input they would like
to share, they are welcome to build on others’. If a
student has a point that is important that has not
been shared yet, the teacher will recall to their point
when it is largely discussed.]

CLOSURE
Explain your plan for reviewing the learning targets/objectives. Explain how you will actively engage the students
in reflection and articulation of their learning. Identify your plan for checking for understanding. Indicate your
plan for modeling and structuring a process for students to examine their own thinking as well as the performance
of others.

[All objectives will be reviewed when doing both of the Explain HOW the closure requires students to reflect
closing activities. For the first activity, students will be on and articulate their learning.
given a blank map. The teacher will ask, “Is this a map or a
globe? How do we know?” This addresses a learning target. [The KWL chart requires them to think about what
Next, the students will be instructed to color what is they learned and explain it to the class.]
supposed to be land green and what is supposed to be
water blue. There will be a colorful map put on the Explain HOW you plan to model and structure a
projector. This addresses another learning target. The process for students to examine their own thinking as
students will ensure they completed it correctly by well as the performance of others.
observing if they have more green or blue (or land or [The teacher can give encouragements such as,
water) on their map. This addresses the final learning “Great job remembering that!” and the teacher can
target. also guide students if they do not say the
information exactly correct, such as by saying, “Your
Next, they will complete the KWL chart that began at the thinking is almost there…do you want to phone a
beginning of the lesson. The teacher will revisit the “Want friend to help you out?”]
to Learn” section and ensure all relevant questions are
answered. Next, students will be invited to state what they
learned from the lesson. This will be used to formatively
assess the students for this lesson. They will examine their
own thinking by being able to see if they learned what
others did or if they understood it incorrectly by hearing
the thoughts out loud.]

JUSTIFICATION FOR EVIDENCE-BASED PRACTICES

Provide justification for using evidence-based practices in your lesson that are supported by theory and research
from 4 -5 course readings. Provide a justification for the assessment(s) chosen that is supported by theory and
research.

[The teacher will be incorporating WIDA scores to group Articulate HOW instruction is justified through
students differently and effectively so ELL students will get theory and research from course readings.
the most out of the lesson as they can (WIDA, 2017). The [The Mystery Motivator practice has been proven to
teacher will also be utilizing the Tennessee Standards to encourage students who normally have difficulty
teach this lesson. Universal Design for Learning (CAST, completing tasks to complete them. The lesson will
2018) (UDL for short) will also be utilized because learning incorporate many modes of learning, which is a
will take place in many different modes, such as listening to qualification of Universal Design for Learning. The
a story, reading/listening a book, completing a worksheet, standards have given the framework of this lesson,
constructing KWL charts, and playing a game. There should which will allow the lesson to be taught effectively.]
be something that all students enjoy. For students identified
who do not seem engaged in the lesson, a Mystery Explain HOW the assessment is justified through
Motivator may be used to get the students motivated to theory and research from course readings.
complete the assignment (University of Missouri).] [The assessment will be differentiated by the
teacher reading aloud the assignment to the
students identified as ELL. The other students will
be completing this task individually. This is
determined by the WIDA scores provided.]

MODIFICATIONS /GROUPING
Identify the accommodations, modifications, and/or interventions that will be provided to support the learning
needs of your diverse students (ELL, IEP, 504, struggling students, high performing, etc.), including extensions.
Identify your plan for preparing your students for and differentiating the assessment to meet the needs of your
diverse students.

[The only known data about this class are the WIDA scores Articulate HOW your plan for differentiating
of English-language learners. There is no known data about instruction meets the needs of the learners
high-performing students or students who may have IEPs. identified in the context for learning.
As stated previously, students who are identified as ELLs [Both ELL students score better on listening than
will be grouped together with the teacher to get the support reading on their WIDA assessments. Therefore,
they need during the time the rest of the class is since most of the lesson requires listening, the
independently completing the map assignment. Both information should be able to be understood. The
students are more proficient in their listening skills rather end of class assessment will be explained to them in
than their reading skills, which makes this an appropriate a small group so they may ask questions should
accommodation because the rest of the lesson is largely they deem it necessary.
listening.]
Articulate HOW your plan for preparing the
students for and differentiating the assessment
meets the needs of the learners identified in the
context for learning.
[The students who are not identified as ELL will
understand that some of their classmates have more
difficulty understanding the material than they do.
Therefore, throughout the year, the teacher will
instill in them a sense of community and that
everyone needs time to speak and think. Therefore,
the students will encourage the ELL students to
share their thoughts and not brush over them.]

ACADEMIC LANGUAGE
Identify the language function and academic language associated with this lesson (vocabulary, discourse, and
syntax). Explain the supports for learning academic language that you will provide. Include the language
function(s) that identify how the students will learn the content/skills.

[Language Function: The language function will be for Explain HOW the language supports will meet the
students to explain the difference between maps and globes needs of the students with language learning needs.
and how they can tell which area is land and which area is [The students identified with language learning
water. needs, which only includes ELL students with the
information known, will receive additional
Vocabulary: instruction and explanation should they need it at a
The vocabulary will be words that are relevant to this topic, small group table when students are independently
which are mainly map and globe. completing their closure activity. All students
Map- a representation usually on a flat surface of the whole identified as ELL students are more proficient in
or a part of an area their listening skills, but they will have assistance if
Globe- a spherical or rounded object the teacher deems fit.]

Discourse:
The discourse will include the teacher teaching the students
these words via instruction with additional support from a
YouTube read-aloud of a book, Maps and Globes. Students
will assist the teacher in completing a KWL chart.

Syntax:
These terms will be explicitly taught at the beginning of the
lesson, but after the activating strategy. They will be in
simple sentences to convey meaning. Students will speak in
simple sentences to convey their understanding to the
teacher during construction of the KWL chart.

There will be multiple modes that students will learn these

terms from. Questions will be asked throughout the
duration of the lesson to ensure comprehension of these
terms. For the ELL students, additional assistance will be
provided with repeated instruction if necessary when
completing the closure activity at a small group table.]
 MATERIALS / RESOURCES / TECHNOLOGY
Identify the key instructional resources and materials that will be used to engage students in learning. Include
source of materials, reference list, and links.

[The key materials needed will be a computer with a Explain HOW the multiple materials and resources
projector. A blank map printout will also be necessary. will be used to meet the needs of the students
identified in the context for learning.
Link to get the map - [The computer and projector will be necessary to
https://www.georgethegeographer.co.uk/Base_maps/Base pull up a map and the read aloud on YouTube. The
_maps.html#a students identified in the context for learning will
be able to listen to the video.]
Link to the YouTube read-aloud -
https://www.youtube.com/watch?v=EhFiBTeVqH4] Explain HOW technology use adds value to the lesson.
[All of this could be accomplished without
technology, but it allows the teacher to effortlessly
transition to different things.]

ACADEMIC FEEDBACK
Explain your plan to provide feedback that is academically focused, aligns with the expectations for learning, and
includes both written and oral aspects.

[The teacher will be providing feedback consistently Explain HOW the academic feedback you will provide
throughout the lesson. During the KWL chart construction will promote student thinking, will be used to assess
of what the students know, if something is not completely individual students, and monitor and adjust
correct, the teacher will either say, “We will learn about this instruction.
today. Let’s see if you change your answer later!” or [Students will be searching for the answers to their
“Almost…let’s hold on to that thought for now! Thank you thoughts that were not entirely correct. The
for sharing!” There will also be guided questions during the feedback will be used to assess individual students
lesson that the teacher may respond the same way. Written as they individually share their thoughts. If students
feedback will be given when the students complete and seem to be not understanding the material as a
turn in their map drawings. It will prove if students whole, instruction will be adjusted in order to go
captured the knowledge they needed to with the learning into more detail about the topics.]
target about recognizing land and water.]
Address HOW students will be provided with
opportunities to provide feedback to one another.
[The KWL chart will be completed as a whole class.
Students can build off of others’ ideas. The teacher
may also allow a student to “phone a friend” if their
answer to a question is not entirely true, but it is
close.]

Articulate HOW you plan to engage learners in

understanding and identifying quality work and how
you will provide effective descriptive feedback to
guide student progress toward that work.
[The teacher will monitor work and exemplify
student work that goes above and beyond. In the
same way, the teacher will actively give suggestions
to students to guide their work into being
exemplary.]
 REFERENCES
Use APA format to list and include references for justifications for instructional practices, assessment(s), and
instructional materials.
References for Instructional Practices and Assessments:
Board of Regents of the University of Wisconsin System. (2017). WIDA Guide to Differentiation, Parts 1 & 2. Retrieved from
https://wida.wisc.edu/sites/default/files/resource/FocusOn-Differentiation-Part2.pdf

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Tennessee academic standards for science - tn.gov. (n.d.).

https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles4/10-20-17_III_J_Non-
Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf

College of Education & Human Development – Investing in education for over 150 years. (n.d.). https://education.missouri.edu

References for Instructional Materials:

Definition of globe. (2023). In Merriam-Webster Dictionary. https://www.merriam-

webster.com/dictionary/globe

Definition of map. (2023). In Merriam-Webster Dictionary. https://www.merriam-webster.com/dictionary/map

Land and water lesson Plan | Teacher.org. (n.d.). Teacher.org. https://www.teacher.org/lesson-plan/land-and-

water/

Revised August 2021