Contextual Information

Name: Lauren Hobbs

Big Idea: Mexico Grade: Date: 2/6/23 Time: 8:00-8:20 AM Lesson: 1

Third

Resource Link: https://www.cpalms.org/public/search/Standard

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
none Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

SS.3.G.2.5 Identify natural and man-made landmarks in the United States, Canada, Mexico and Caribbean. [. . .
Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt. Denali, Everglades, Niagara Falls.]

Learning Trajectory:

Previous Standard: Write code and full text: SS.2.G.1.4 Use a map to locate the countries in North America (Canada,
United States, Mexico, and the Caribbean Islands).

Next Standard: Write code and full text: SS.4.G.1.4 Interpret political and physical maps using map elements

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

WIDA ACCESS scores for ESOLs:

Dominic

Listening Proficiency Level: 5.9

Reading Proficiency Level: 4.8

Speaking Proficiency Level: 3.8

Writing Proficiency Level: 1.9

Overall Proficiency Level: 3.2

Gabriel

Listening Proficiency Level: 6

Reading Proficiency Level: 4.5

Speaking Proficiency Level: 4.8

Writing Proficiency Level: 2.5

Overall Proficiency Level: 3.7

Derwin

Listening Proficiency Level: 6

Reading Proficiency Level: 1.9

Speaking Proficiency Level: 3.2

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3

Dylan

Listening Proficiency Level: 6

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 2.6

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3.1

Damien

Listening Proficiency Level: 4.8

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 3

Writing Proficiency Level: 2.3

Overall Proficiency Level: 2.6

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will…

● Review the products and natural resources in Mexico.

● Identify and describe natural and man-made landmarks in Mexico.

Learning Target:

I can identify and describe natural and man-made landmarks in Mexico.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Term 1: Landmark - An object (such as
a stone or tree) that marks the
boundary of land.
Term 2: Man-made - Made or formed
by human beings; not natural.
Term 3: Ancient - very old; existing for
many years.
Term 4: Ruins - the remains of a
structure after it has been severely
damaged or left to decay.
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud: “Mexico: Our Neighbor to the South”
Paper, pencil, markers, crayons
Teacher created materials
Teacher-made sample of activity/project
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ipad/computer
Graphic organizer: None
Assessment: Time to Climb and Poll
Science supplies (list)

Introduction/Building Background: 6 min.

1. Greeting: “Good morning class! We are going to start with Social Studies today. In today’s
lesson, we are going to be using a learning tool called Nearpod, so I would like you all to open
your computers, log in and then to go to NearPod.com quietly for me please.”

2. Hook: How will you introduce the lesson, assess, or activate prior knowledge & motivate
students to learn?
Introduce to students the topic of today’s lesson (Landmarks). Have the students start with the game
Time to Climb on Natural Resources and one question about Landmarks to see where they are at and
review last week's learning (Formative Assessment). The time to climb is to review and assess the
students and then also to grab their attention. By the completion of this lesson, students will be able
to say, “I can identify and describe natural and man-made landmarks in Mexico”.

3. Prior Knowledge: Connect this lesson to previous learning.

Last week, students were able to describe the climate and the natural resources in Mexico by reading
two passages. They then answered two HOT questions from me and we discussed it as a class. The
students will do a fun review game Time to Climb so I can check for their overall understanding and
assess what they remember. I placed pictures on the title NearPod slide that are key points from last
week’s lesson and also pictures that tie into this week's lesson.

Instructional Steps (allotted time): Pacing

1. Introduce:
Now that we reviewed the natural resources in Mexico, we are going to read about different
landmarks in Mexico and the importance of them to the country. 30 seconds
 2. Explain:
Begin instructional lesson by going over the vocab words; landmarks and ancient. First ask the
students if they know what a landmark is. Call on students and then show the NearPod slide of the
definition. Repeat asking about man-made, call on students and then show the slide of the definition.
Then ask the students to give you a thumbs up or down against their chests to let you know if they
know what ancient means (Formative Assessment). If anyone does not, give the definition. Ask the
students the same thing with the word ruins, and then if someone does not, give definition. Direct the 6 mins
kids to the top of the page where we start to read. Tell the students that we will take turns reading and
that as they read I will help them pronounce the difficult names of the variety of landmarks. Call on
students for them to read aloud, taking turns. Once we read through the whole page together, the
students will answer the HOT question I have for them (Formative Assessment).
3. Review:
I will ask the students “Suppose you are taking a trip to Mexico, which landmark would you want to
visit and why?” then give them time to turn and talk (TPS) to their partners to discuss and answer. As
they are discussing I will walk around and listen to what they are discussing, making mental notes and
silently assessing. Once I give them time to discuss I will share what I heard and then have the
students share their answers if they want. When students have shared their own and their partners' 6 mins
thinking and responses, do a brief review of the importance of today's lesson on the natural and
man-made landmarks in Mexico and how these historical landmarks have helped lay the foundation
of Mexico.

Differentiation Process/How .
1. When the students do their turn and talk to answer my HOT question, they are sat to be in
heterogeneous groups. So the lower level students are able to either discuss with mid-level to
high level students. The reason for this is to have the higher-level student provide assistance
and enhance the understanding of the lower level student.

HOT question (and expected answer): Suppose you are taking a trip to Mexico, which landmark
would YOU want to visit and why?
Possible Answers: “the pyramids because they are cool” “the Chichen Itza because it is the most
famous pyramid” “Mexico city because its the largest city in the Country”

Assessment: Formative Time to Climb, Think-Pair-Share Assorted Assessments . Describe if needed

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.

Before I turn it back over to Mrs. Susid, let’s review what we have learned today. We reviewed the
natural resources in Mexico. Together we learned about what man made and landmarks are. We
learned about the historical landmarks that make Mexico what it is today. The landmarks are the
many different ancient pyramids that the Mayans designed. Mexico City, migrations of monarch
butterflies, Copper Cannon, and Baja California. Lastly, we were able to share what landmark you
would want to visit and why!