Joe Rice

LITR 640

Differentiated Lesson Plan

What is a Map?

Kindergarten

English Proficiency Level 3

July 20, 2015

Differentiated Instruction Lesson Plan Template

Content Standard:

KCAS/Standard and I Can

Statement

SS-EP-4.1.1 Students will use geographic tools (e.g., maps,

globes, mental maps, charts, graphs) to locate and describe
familiar places at home, school and the community.
I can identify a map.
I can understand why we need maps.
I can design a simple map.
Language Standard:
SL.K.4 Describe familiar people, places, things, and events
and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions
as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and
ideas clearly.
L.K.1f Produce and expand complete sentences in shared
language activities.

Assessed
(Remembering, Understanding,
Applying, Analyzing, Evaluating,
Creating)

I can use words to describe a map of my bedroom.

I can write to explain what a map is.
Assessment
Needed
Modifications/Assessment
Accommodations*
As a home connection activity, Students will be provided
students will design a simple
with a picture word bank.
map of their bedroom.
Students will return, display,
Students will have a chance
and share maps on the
to practice describing their
following school day. Students map with a partner or small
will write a sentence telling
group.
what a map is or is used for.
Directions will be in
simplified language:
Draw a map of your
bedroom.
Students will have a
sentence stem:
A map is used to
________________.

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

Critical Vocabulary

Critical Vocabulary

Map

Step by Step Lesson Plan

Taught

(I DO) Activate Prior

Knowledge
1. Begin K-W-L chart on
maps and globes. Ask
students What do you
know about maps?
2. Record responses on chart.
Accept any response.
3. Show students various
types of maps. Discuss that
a map is a drawing that
shows all or a part of an
area, such as the earth.
4. Discuss why we need
maps. Maps help us
answer questions like
How far away is it? or
Where do I go from here?
5. Read a copy of Follow That
Map! By Scot Ritchie.
(WE DO)
6. As a whole group activity,
illustrate a map of the
classroom on chart paper
or on the SMART Board.
Students will create their
own map by mimicking

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Vocabulary for ELs

Map
Bed
Dresser
Closet
Window
door
Students will play a word
sorting game with a small
group to match pictures
and words.
Needed
Modifications/Instructional
Accommodations**
1. Think-Pair-Share:
Students will discuss their
answers with a partner
before sharing with the
group.
3. Help Spanish speaking
students draw a connection
to the cognates map=mapa.
Students will be provided
with a variety of maps.

6. Students will have a

word bank and a personal
dictionary with pictures.
Students will complete this
task with the teachers help.
Gestures and visual

Differentiated Instruction Lesson Plan Template

what the teacher illustrates modeling will help the

on the board. Recall that a students.
map shows all or part of an
area.
(YOU DO)
7. As a home connection
activity, students will
design a simple map of
their bedroom and write a
sentence telling what maps
are used for.

7. Students will be provided

with word and picture bank
to refer to.
Students will have a chance
to practice describing their
map with a partner or small
group before they present
to the whole group.
Students will have a
sentence stem:
A map is used to
________________.

*Assessment Accommodations
Reader
Simplified Language
Extended Time
Oral Native Language Support

Use of Scribe
Bilingual/English Dictionary
Assistive Technology

**Instructional Accommodations
Read Text in English
Scribe Responses
Bilingual/English Dictionary
Prompting/Cueing
Provide Visuals/Organizers
Use Spellcheck
Provide Content Objectives
Engage in Academic Conversations
Teach and Model Meta-Cognitive
Strategies

Oral Native Language Support

Read Text in Primary Language
Extended Time
Small Group/Single Form Test
Provide Adapted
Materials/Technology
Link Instruction to Prior Leaning
Build Background Knowledge
Scaffold Responses

Bilingual or English Glossary

Simplified Language
Assistive Technology
Adapt Pace of Instruction
Use Computer/Software
Model Language/Task Completion
Interaction Opportunities
Provide Language Objectives

Instructional Accommodations for English Learners

Provide Visuals/Organizers

Teach and Model Meta-Cognitive

Strategies

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Link Instruction to Prior

Knowledge

Differentiated Instruction Lesson Plan Template

Concept Maps
Frayer Model
Pictures
Realia (Real Objects)
Videos
Anchor Charts
Gestures
Scaffold Responses
(Oral/Written)

Build On to Students Oral

Responses
Rephrasing
Sentence and Paragraph
Frames
Sentence Starters

Articulate Own Thinking

Inferring
Self-Assessment
Synthesizing
Retelling/Summarizing
Think Alouds

Provide Interaction Opportunities

Inner and Outer Circles

Jigsaw
Numbered Heads Together
Roundtable
Think-Pair-Share
Three-Step Interview
Send A Problem

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Anticipation Guide
KWL Chart
Questioning about
Previous Experience
Quick Writes/Quick
Draws
Word Sort
Build Background

Vocabulary
List-Group-Label
Provide Context and/or
Visual Aides
Read books, stories, and
other resources about the
topic
Share Common
Experience