Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language

CAPE Standards

Mapping Penny’s World by Loreen Leedy

Kyle Shirley

Lesson Rationale/Injustice Confronted

Everywhere we go in todays day and age we are surrounded by technology. Almost everyone has
a cell phone or some electronic device that can keep in touch with people or tell them how to get
from one place to another. However, very few people know how to look at a map and use that to
get to their destination. This creates a problem when we get to a place where there is no cell
phone service or when our phone battery runs out of power. What better way to explore this skill
then by using literature to explain what a map looks like and how we can make our own maps.

Readiness

I. Goals/Objective/Standard(s)

a. Goal-The students will be able to understand what a map can look like and
how they can draw their own maps.

b. Objective(s)-Students will be able to finish the drawing of their bedroom

map.

Students will be able to describe their bedroom map to the teacher and paint a
picture of what their room looks like at home.

c. Standard(s): K.RL.1 Actively engage in group reading activities with

purpose and understanding.
 II. Management Plan:

a. Students will be dismissed to the carpet and told to make sure they are
sitting in their spot. They will be at the carpet for the anticipatory set, read aloud
and grand conversation. This will take around 15 minutes.

b. For the response activity students will be shown my example and then
given directions at the carpet which will take about 5 minutes.

c. Students will then be dismissed to return to their tables, and I will start
passing out their papers for them to complete.

d. During the grand conversations I will be asking students to show me

smiles instead of raising their hands. This will be to stop my students from
shouting out answers and seeing who is paying close attention to me.

e. Once their paper is completed and has been check by me, they can get
their reading bucket and read silently to themselves or another student.

III. Materials:

a. The book Mapping Penny’s World by Loreen Leedy

b. Picture of my dog

c. Bedroom Map drawing worksheet

d. My example of the Bedroom Map

IV. Anticipatory Set

a. Show students a picture of my dogs and tell a story about how they love to
go outside and explore their surroundings.

b. Tell students about the day I couldn’t find my dogs and I had to retrace
their steps and call for them to get them to come back. Tell students that I had to
walk so far from my house that I could have created a map for how far away the
dogs were.
 V. Purpose: Today we will be reading a book about a girl who will make a map for her
dog and where her dog has been that day. We are looking at these maps because it is important to
know how to make and read maps. We have maps and directions on our phone and that can tell
us how to get from one place to another. However, what are we going to do when our phone dies
or when we go to a place like the zoo and we must use the zoo map to know how to get around.
We need to know how to read it and maybe even recreate it.

Plan for Instruction

I. Foundational Theory: ​Reader-response criticism ​is a school of literary theory that

focuses on the reader (or “audience”) and their experiences of a literary work, in contrast to other
schools and theories that focus attention primarily on the author or the content and form of the
work

II. Adaptations to Individual Differences and Diverse Learners.

a. One of my students will need to have an example of what their bedroom

map should look like and other will also benefit from this so I will be showing
them my example and I will also put it on the doc cam so it is at the front of the
room.

b. Another one of my students will need some reminders of acceptable

classroom behaviors when we are working on an activity.

III. Lesson Presentation

a. After reading Mapping Penny’s world we will start our grand conversation
by first asking my students "​What did you guys think of this book?” Remember
boys and girls I will be looking for smiles for students to answer. I​ will then allow
a couple students to answer and see where the conversation goes. Once the
conversation has slowed down, I will then ask the students “​What would you have
all done if you had to make map of something in your house?” ​I will then call on a
few students to answer the question and see where the conversation takes us from
there. Once the conversation has slowed down a little bit, I will get all of my
students’ attention. I will then tell them that today they will be making a map of
their bedroom just like Lisa did in the story and show them my example. ​All of
you will get a worksheet just like mine and then you will be able to make a map of
 your bedroom at home. You also have a key that you can use to explain what
things are in your bedroom. If you remember a key is a symbol or drawing on the
map that stands for something. Somethings that I have in my key are my bed, my
lamps, my closet, and the bed that my dogs sleep on just like Penny. When you are
done making the map of your bedroom, I want you to bring your map to the back
table and explain it to me. It must have enough information that I can understand
what your bedroom looks like. Walk quietly back to your seat and I will bring you
your paper.

IV. Check for understanding

a. Once the students are done, I will be checking their papers to see if they
understood what needs to go on a map and can make a map of their room.

b. I also will be observing what they say when they are explaining their map
and seeing if they understood what it means to make a map of their room.

V. Review learning outcomes/Closure

a. The students explaining their pictures to me will be the closure to the

lesson because it allows us to check their understanding and lets the classroom
continue to flow.

Reflection and Post-Lesson Analysis

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?

7. Do students have an idea of how to read a map and what a map can look like?
8. Were the students able to finish their picture and describe it with detail that
painted a picture of their room?