Elementary Education Program Lesson Plan Format

ELEMENTARY EDUCATION PROGRAM
LESSON PLAN FORMAT

Intern: James Thompson
Second Grade
Grade Level:
Title: Lesson Plan 5 Fine Arts Improv skit Summative

Date: 12/13/2015
Objectives: Students will act out a real life scenario giving directions to
a lost individual as a summative assessment putting together
knowledge through unit after read aloud discussion from book on how
characters described where they were going and what they wanted to
do.
I.
K: Students will know that understanding locations and local

streets on a map can be helpful in communication with others
who are lost.
U: Students will understand how knowing how to navigate
around known communities and providing directions can be
an important life skill.
D: Students will act out scenarios in role playing activities
utilizing geographic mapping knowledge from previous
lessons.
Essential Question: How can we communicate our geographic
knowledge of a local map to others who are new and unfamiliar with a
geographic area using maps and community features?
Standard History 2.6 The student will demonstrate map skills by
constructing simple maps, using title, map legend, and compass rose.
English 2.1: The student will demonstrate an understanding of oral
language structure. b) Create and participate in oral dramatic
activities.
Standard English 2.3: The student will use oral communication skills. a)
Use oral language for different purposes: to inform, to persuade, to
entertain, to clarify, and to respond. e) Follow three- and four-step
directions. f) Give three- and four-step directions.
English 2.12: The student will write stories, letters, and simple
explanations.
a) Generate ideas before writing. b) Organize writing to include a
beginning, middle, and end for narrative and expository writing.
c) Expand writing to include descriptive detail.
Fine Arts standard 2.3: The student will depict imaginary experiences
in works of art.
II.
III.
Time
Materials for Learning Activities

a. Paper to write skits.
b. Lesson 3 Community Maps,
c. Book: The Day the Crayons Came Home, by Drew Dawalt and
Oliver Jeffers.
d. Ruler
Procedures for Learning Activities
Steps
Introduction:
For todays lesson we will apply all that we learned in the
unit into an act where you will demonstrate using a map to
give directions. First, we will do a short read aloud of the
book The Day the Crayons Came Home, by Drew Dawalt
and Oliver Jeffers.
10
minutes
to read
Can stop on page 14 out of the 35 pages. (The story is

repetitive with a single common theme for each crayon.
After approximately every second or fourth crayon postcard
page passages, ask students a key question:
Turn and talk with students: Ask them:
Key question: What is a significant object each crayon
says that they are located at? Where do they tell where
they want to go and do?
How does each of the crayons we read about tell the owner
how to find them?
5 minutes
example
After reading book, introduce vocabulary, Landmark

locations.
Definition: A landmark location is a significant place or
feature, such as a building or geographical area commonly
known to people in a community that may be used in giving
directions. For example, you can tell someone, on your way
to the school north on Centreville Highway, you will see a
digital sign outside a bank, turn left there and keep going
west.
Ask students to open their math notebooks to their number
sentence print-outs from lesson 3. Have students circle
what they identify as a feature in their communities that
stands out from the rest. An example to help students
identify their community landmarks can be that they might
Materials
have a community park or one hospital or a significant

parking lot on their map. Tell students, that this circled
location is a landmark in their communities.
10
minutes
10
minutes
Repeat and model the explanation with a think-a-loud

approach. In my community there is a blank parking lot
next to the playground, a road turns by it and leads to the
hospital where someone wants to go. The parking lot has a
long local history of being used by playground users as a
place to play blacktop games like basketball, or street
hockey. The parking lot has also been used a lot for public
rallies for speeches in the open area. In my community this
local knowledge tells me that it is a landmark location so I
will circle it because the parking lot is known by an
unofficial community nickname.
Something that helps identify landmarks can also be a
known local history about a place.
After you decide what your communities landmark is, take
ten minutes to create a local history about your community
writing about your community and how your landmark is
known, and how it has been used in your community.
Have students practice for a few minutes giving directions
to five different students in the classroom sharing their
maps with each other.
Instructional Strategies:
20
minutes
of
preparatio
n
SUMMATIVE: Students will create a new map, with the fifth

student they spoke to in the prior activity. Students will
create short skit where one student is lost and the other
student is the local resident. The scenario students will
work with should be that the lost person is trying to get to a
location nearby a landmark. The resident will give
directions using street names and compass rose directions
with a reference to how a landmark may be used in giving
directions to someone in order to find a location. The lost
student may also ask questions about what the weather will
be like in the community over a period of the day or a few
days as well as questions about the distance between two
other locations of interest. The scale students are to use on
the map will be that two inches equals one mile.
If necessary, students can also use hand gestures to
communicate when language is an issue.
20
Summary/Closure: Outline how you will close the lesson
minutes
sharing
Student pairs, or groups if there is an odd number of

students, will present their acting skits to the class to
display how they can use maps to give directions.
IV.
Assessment
Informal assessment of student communication skills. This lesson
builds on knowledge of lesson three and four incorporating knowledge
current weather with the ability to help someone navigate by using
knowledge of reading a map to give directions in a social context.
Summative assessment: After reviewing and integrating map making
and geographic lessons, the fine arts integration is designed to have
students integrate their unit learning through an improvised quick
written simulation planned with one or two partners depending on
class size.
Students will be expected to:
Use two or more compass rose directions describing movement
on community map.
Describe location of community in reference to what continent
and state the community is in that the stranger has come to
within dialogue.
Describe any observational changing conditions that effect the
strangers decision to stay over time or effect road travel use.
Accurately account for a distance of travel designed in selfcreative dialogue.
V.
Differentiation
To tier up and teach up for students that may be special needs or for
those who need help formulating a script, the teacher can provide a
paper with a few dialogue starting sentences with partially written
questions and answers for students to finish. Additionally, the teacher
may assign pairs as student A and student B and instruct one member
to be the lost character (student B), and the other student to be the
navigator (student A), this way students would be less likely to argue
over their roles and be a form of classroom management assigning
specific tasks to students for the improvised skit.
For students who may have trouble speaking English for presentation,
this lesson is also a good exercise in learning to understand and
communicate with body language using hand motions where language
communication may be limited. As an improv-skit, students who speak
foreign languages can be paired with pairs of similar languages or with
others who have some understanding of the other language to create a
skit illustrating cross-cultural communication.
Multiple intelligence used in this lesson are
Interpersonal intelligence concerning communication skills

between people in the act of exchanging information in giving
directions to the lost character in the skits.
Visual-spatial intelligence can be expressed by students through
gestures showing where to go spatially on the map.
In a context where students ask each other questions and give
answers about distance and weather during the time of day
students would show awareness of logical and mathematical
intelligence as well as naturalistic intelligence in forecasting
weather for their characters in the skits.
VI.
Technology Integration
Physical book read aloud with The Day the Crayons Came Home, by
Drew Dawalt and Oliver Jeffers.
Map review slide with global map from lesson 1 for visual aid.
VI.
Reflection

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ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Title: Lesson Plan 5 Fine Arts Improv skit Summative

K: Students will know that understanding locations and local

Materials for Learning Activities

Can stop on page 14 out of the 35 pages. (The story is

After reading book, introduce vocabulary, Landmark

have a community park or one hospital or a significant

Repeat and model the explanation with a think-a-loud

SUMMATIVE: Students will create a new map, with the fifth

Summary/Closure: Outline how you will close the lesson

Student pairs, or groups if there is an odd number of

Interpersonal intelligence concerning communication skills

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