Anna Wilkins MLL Lesson Plan

Topic: Introduce Class: 4th grade history Date:

the four 3/21/2023
hemispheres
(Western, Easter,
Northern,
Southern) and the
purpose of globes.

Content Language Objectives:

Objectives:
TSWBAT - Reading: Identify the four hemispheres
identifies the four - Writing: Summarize the purpose of a globe to the class
different - Speaking: Explain to a friend which hemisphere the country is in
hemispheres on
the globe.

Key Vocabulary: Supports:

(For Beginning, Emerging, and Developing)
The globe is a
round model of the PowerPoint, guided notes, spoken and written directions, Smartboard,
Earth projector, worksheet

Hemisphere- half Anticipatory set- Austin travels to many countries including the native
of a globe speaker’s country

Northern Beginning-
Hemisphere – the Notes sheet (filled in), worksheet, and PowerPoint text in the native
top half of the language.
Both English and native language written directions.
globe

Southern Emerging-
Guided notes will have key terms and ideas highlighted (English side).
Hemisphere- the
Guided notes are given in the native language and English.
bottom half of the Partially filled-in guided notes.
globe Worksheet and PowerPoint text in the native language.
Western Developing-
Hemisphere- the A matching section on the worksheet in English.
left half of the Guided notes will have key terms and ideas highlighted.
globe Partially filled-in guided notes.
Worksheet and PowerPoint text in English.
Eastern 1-2 sentence response questions on the worksheet.
Hemisphere- the
right half of the
globe

Higher-Order Questions:
1. Other than globes, where else are these directions important for our daily use?

2. Austin traveled from the United States to Russia, Australia, then Brazil. How many
times did he cross a hemisphere? Describe these steps to a friend.

Time: 5 minutes Anticipatory Set:

Mention your “explorer friend” named Austin who traveled to 5
different countries this past summer that he had never been to
before.
My friend traveled from the United States to Italy, Russia,
Australia, then Brazil.
Show these from the PowerPoint map.
Point out that Australia and Brazil are on other ends of the map. Raise
your hand if you can think of a better way this map can be shown. Guide
them through until someone says globe. What if we have a circular map?
Then pull out a globe and show them Brazil and Australia.

Building Background

Links to Experience:
Raise your hand if you have ever used a globe before. Respond based on
how many.

Links to Learning:
Raise your hand if you know what a globe is used for. Raise your hand if
you know what a hemisphere is.
Make a mental note of this so you know if you need to go further in
detail or maybe go through the lesson plan a little faster.
Introduce Key Vocabulary:
We will be talking about globes and the four hemispheres today.

Time: 30 minutes Development/Practice:

Student Activities (Circle/highlight all that apply for activities throughout

the lesson):
Scaffolding:       Modeling        Guided        Independent

Grouping:   Whole Class    Small Group    Partners    Independent

Processes:    Reading     Writing     Listening     Speaking

Strategies:    Hands-on       Meaningful      Links to Objectives

Development 1-
-Go over content and language objectives with the class (write on board).
Handout the guided notes to everyone and the MLL highlighted copy in
their native language (levels 1&2; level 3 has English copy).
-Use PowerPoint. Powerpoint slides coordinate with guided notes copies
students receive. Encourage students to complete guided notes.
-Use the globe and describe that a globe is a round model of the Earth.
The Earth is not flat but looks like a basketball. A globe is like a map but
connects all the way around.
-The blue parts of the Earth are the ocean, and the green/white parts are
the land. Show these using the globe.

Guided Practice 1-
-Ask if a student can pass out the notes guide.
-Work with your rows and fill in the notes sheet. Read the notes sheet out
for the students and give them time to fill in the blanks. Go over answers
by writing them on the board. Call on an MLL student to answer first,
then others to fill in the blanks. Give students enough time that they have
the answers filled in. Check-in with MLL students, especially levels 1
and 2.

Development 2-
-The Earth can be divided into halves called hemispheres. The Earth can
be sectioned off from side to side and up and down.
-Using the compass skills you learned earlier this week we can label
these halves. Write on the board as a reminder of the directions N, S, E,
and W.
-Show pictures from PowerPoint. Imagine we cut the Earth in half
starting from the top. This side is what we could call the Western
Hemisphere and this side we would call the Eastern Hemisphere.
-Show pictures from PowerPoint. Now imagine we cut the Earth in half
starting from the side. The top side is what we could call the Northern
Hemisphere (point to the compass on board) and on this side, we would
call the Southern Hemisphere.
-Guide students to point in these directions while standing and say which
hemisphere they are pointing to

Guided Practice 2-
-Work with your rows and fill in the notes sheet. Read the notes sheet out
for the students and give them time to fill in the blanks. Ask for a few
volunteers to use the vocabulary and speak what they wrote in the blanks.

Independent Practice 1-
-Ask if a student can pass out the practice sheet.
-Tell them the goal is to get through all of Section A. If they have extra
time, they can begin Section B.
-Complete question 1 by projecting on board. Use and reemphasize key
terms.
-Complete question 2 together. Explain to a friend which hemisphere the
country is in.
-Try to finish the rest of the questions by yourself. If you need some help,
ask your neighbor first, then ask me.
-Try to pair MLL students together to work on this activity.
-Some questions will ask about my explorer friend, Austin. You will not
have to remember where the countries are, just label what hemisphere
from the pictures.
-Questions on the worksheet ask for students to identify the hemisphere,
summarize what a globe is and how it is helpful, and about the explorer,
Austin.

Closure: (Circle/highlight all that apply):

       Individual       Group        Written          Oral

Raise your hand if you can tell me what hemispheres my explorer friend
was in when he went to Russia. Australia? Brazil?
Walk around and check for completion of the notes guide and practice
sheet.
Ask students to raise their hands and share something they learned from
class today.
Ask if students have any questions. If MLLs would rather write down
their questions, make sure to answer these at the end of class.

Review Key Vocabulary:

Ask students to raise their hands and share something they learned. Ask
questions and get them to state the vocabulary words and meanings. Try
to call on students from Level 3 especially. Review again any vocabulary
that was not covered.

Review Key Content Concepts:

Go over the content and language objectives. Have students rate on their
fingers how well they feel about each objective (1= not very strong, 5=
very strong). Students should have their eyes closed so that everyone
feels comfortable participating. Pay special attention when sharing the
language objectives.