Content Area: Lesson Name: Grade Level: Language Proficiency Level(s): Social Studies Landforms in the United States 4th Grade Four Beginner Students Materials needed: Key Vocabulary (and how you will introduce it): Power point, national geographic
magazines, sentence and vocab
worksheet
mountain, plain, desert, canyon, and
plateau Anticipatory Set: (Motivation [links to student experience] and Students guess what pictures presented
on the powerpoint have in common Building Background [links to prior knowledge]) which will be an introduction to landforms. Standard(s): State and TESOL (TESOL) Standard Five: English Language Learners communicate information, ideas and concepts necessary for academic success in the area of social studies. NE state standards: Students will identify the geographic and human characteristics of the regions/landforms of the United States and Nebraksa. Lesson Objective(s): Content (What will they learn?) and Language (What language will they use to learn it in reading, writing, speaking, and listening?) Students will be able to write a couple
sentences naming a landform and its
characteristics.
Students will be able to identify and
categorize different landforms.
Students will be able to demonstrate an
understanding of landform vocabulary.
Procedures of Instruction for the Lesson: Presentation (language and content objectives, comprehensible input, learning strategies, interaction, feedback) Practice/Application (meaningful activities, interaction, strategies, practice/application/feedback) Special Helps for ELL Students (the strategies you will use to help them specifically) Skill Balance and Enhancement (How do you give students practice in all four skills of reading, writing, listening, and speaking in this leeson?) Hook: Questions about landforms Lesson: Slideshow defining and giving characteristics with example pictures. Activity/Assignment: Students will find and cut out pictures from National Geographic of different landforms that they find. Then they will tape up their pictures to the correct word on the board. They will each have a piece of paper with the vocabulary terms and definitions. On the back of it they will write their own sentence describing what characteristics make their picture which particular landform. After each group has completed their sentences, we will ask for volunteers to come up front by the board, point to their picture and read what they said. Involve them each in a small group. Check on them regularly and work with them if they need assistance. Reading: Reading through definitions on the worksheet. Writing: Writing descriptive sentences. Listening: lesson/slide show presentation. Speaking: Volunteer description. Summary: Review objectives and vocabulary with students and summarize learning Assessment: Assess learning Evaluation of the lesson by the teacher: How do you think the lesson went in general? How do you think the lesson went for the ESL students (if your classroom contained both ELLs and native English speakers)? What would you do differently next time you teach it? Objectives: Students will be able to write a few sentences naming a landform and its characteristics. Students will be able to identify and characterize different landforms. Students will be able to demonstrate an understanding of landform vocabulary. Vocabulary: Plain, Mountain, Desert, Canyon, Plateau Allow a student from each group to say one of their sentences out loud to the whole class and also walk around while they are writing their sentences making sure they are on task. We thought that overall we balanced the directions, student involvement, and one on one help well. Some things that could have been done better is making sure the options for the magazines had enough pictures in it and also to make sure the objectives were reviewed again at the end.