Running Head: LEARNING MAP PART 1 1

Learning Map Part One

National University

Chelsea Johnston

ITL 512 Language-Literacy: Strategies

Week Two Assignment: Learning Map (Part 1)

Rebecca Mashburn

17 May 2019
LEARNING MAP PART 1 2

Learning Map Part One

STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: ______________Konnie Hess_______________ Grade/Subject: __Fifth-Grade/ELA_______

TARGET: Unpack Your Standard

Part 1: My Standards, Goals and Outcomes
Academic Standards: Cite your standard
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)

Big Questions (Questions to Knowledge (Concepts to Skills (What you will explicitly
frame student learning) be understood and teach)
applied)
Instructional Presentation 1: Theme, annotating, implied
What is a theme? Students will understand meaning, and how to make
that a theme is the main connections to personal
Instructional Presentation 2: idea/what the story (or experiences.
When the author does not song) is about.
clearly write the meaning, How to break down the text
what strategies can we use to Students will be able to to help uncover the
understand what the author is imply and make meaning/theme of whole
implying? connections through story/song.
analyzing the text to .
Instructional Presentation 3: determine the meaning. How to compare the theme of
How can dissecting and two songs and discover how
comparing the meaning of Students will be able to the same concept can be
two songs help us determine annotate the text through written in different ways.
the theme? text clues, analyzing the
text, and personal
experience.

Student Learning Goal: State your Goal for the students to share

Students will be able to determine the theme of various writings through using implied
meaning, text clues, and making personal connections.
LEARNING MAP PART 1 3

Student Social-Emotional Goal (LEARNER):

Students will participate in whole classroom discussion on what a theme is. They will be
able to share their understanding of the theme concept and provide their personal
experiences to the class. They will be taught the definition of theme and provided an
example on uncovering the theme through listening to a song and annotating the text of the
song as a class. Students will then individually be given a similar song to annotate and
determine the theme. Students will then break into groups of five and complete a compare
and contrast chart of the two songs. The same groups will then participate in playing a
“Theme” themed game that allows students to apply their knowledge on implied meaning,
text clues, and personal experience to win. After these rotations are complete, the class will
regather to discuss the comparison charts and have a guided discussion on the similarity of
the two songs. This will help students to understand how the text does not need to be the
same for it to have the same meaning.

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of

knowledge; attention span)

Students may be unfamiliar with annotating and being able to draw conclusions from the
text given. Students may struggle with paying attention to the songs and being able to
follow along with the printed text. My expectations and planned lesson will be expressed at
the beginning of the class while providing any clarification if needed. I will complete my
example of annotating the text to provide a clear idea on what is expected from them in this
lesson. Before sending them off to try this alone, I will ask for any questions and guide
them to success.

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to

academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)

Some students may be unfamiliar with vocabulary or the meaning of figurative speech
(including ELL students). Part of this lesson will help guide students to infer the meaning of
the text through utilizing the context clues. Students may find difficulty in finding meaning
through the text, I will provide examples of how to make connections through class
discussion and make my way around the room to provide guided assistance.

Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER): Whole group (Broad needs of
students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)

 28 Students total; 16 boys and 12 girls

LEARNING MAP PART 1 4

 22% Caucasian, 18% Hispanic, 14% Native American, 7% African American, 39%
Other
 4 Students are English Language Learners (ELL)
 3 Students have an Individualized Learning Plan (IEP)

Some of the students with IEPs may be pulled out during the ELA time block (at the discretion
of their resource educator).

Each student is assigned their own Chromebook, the classroom has a SMART Board and a
projector. For this assignment we will only be utilizing the SMART Board and the projector.

With this lesson being held towards the end of the year, the students are expected to uphold
appropriate fifth-grade behaviors and respect for the teacher. However, since it is the end of
the year, students are beginning to get excited for the summer and have trouble staying on
task.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)

Focus Student #1: Special Needs (IEP Focus Student #2: English Language learner
Goals; 504; SST) (ELL); Standard English Learner (SEL)

 Visual and Auditory Learner  English Language Learner (ELL)

 IEP for SLD  IEP for SLD
 Extremely Social  Visual and Kinesthetic Learner
 Loves to be funny and make
people laugh Accommodations:

Accommodations:  Provide extra set of teacher notes to

student
 Provide student with copy of  Teach in small groups
instruction notes  Have student sit in front of the class or
 Teach in small groups near instruction center
 Word back with vocabulary terms  Allow for brain-breaks periodically
defined  Modify assignments
 Allow for brain-breaks periodically  Allow for additional time
 Modify assignments
 Allow for additional time Differentiation Strategies:
 Encourage to share ideas but limit
irrelevant conversation. Reward  Provide copy of vocabulary words in
positive and insightful input, hard English and Spanish
limit on social conversations.  Provide additional aids to help student
 Have student sit in front of the understand material
class or near instruction station
LEARNING MAP PART 1 5

Differentiation Strategies:  Allow student to have additional time

and take time to re-explain if necessary
 Place in group with other students
who are less likely to feed into
social conversations
 Have student sit separately during
independent work to ensure he
works diligently

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of Representation How will the content be presented/shared in multiple ways
(modeling & practice) to highlight critical features, represent different formats,
Think about at least three ways you can media types and cultural diversity? How will you monitor
represent this concept: video, role play, and assess understanding of representation?
manipulatives.

The content will be presented/shared in multiple ways

through a rotation of assignments that appeal to various
learning styles. Each part of this lesson has been chosen
to appeal to the most learning styles in a cohesive
manner. I will monitor and assess understanding of
representation by walking around and observing the class
during the whole lesson. Asking students to provide me
with an explanation of their thought process
continuously. By making the rounds during the lesson,
the educator can provide one-on-one opportunities with
each student.

Multiple Means of Engagement How will students engage in the process of new learning?
At least three ways your students will How will the content become accessible, meaningful, and
understand, internalize, appropriate: relevant to the learner? How will you monitor and assess
prior knowledge, group work; this process?
technology; graphic organizer; dyads or
triads
Students will engage in the process of new learning by
reviewing what they currently know about theme and
collaboratively working with the educator to annotate
and determine theme of a song. The educator will
provide an overview of the information and allow for
questions. The class will work individually and in groups
while having the educator provide opportunities for one-
on-one interaction. This approach will appease many
learning styles.
LEARNING MAP PART 1 6

Multiple Means of Expression What principles of choice for the product of learning will you
(practice & assessment) accept? How will you provide a space for communication,
At least three ways your students will creativity, critical thinking, and collaboration (4 C’s)?
show you what they know: oral Which measures will you use to assess products of learning?
presentation; written report; research;
technology-mediate projects; debates;
Students will express their knowledge through
simulation; quiz, exit ticket
independent theme reflection, group completed
worksheets, and classroom participation. Students will be
allowed to assess themselves through their independent
work and collaboration with their group. The educator
will assess the overall understanding through review of
each student’s work, observation throughout the lesson,
and student participation at the end of the lesson.
Managing the Classroom How will you manage the classroom/setting so students
Environment transition successfully through instructional stages, and
student groupings? How will you create an optimal learning
environment (space, time, pacing, interactions, expectations,
assessment)?

The pacing of the instruction will be gauged by the

educator. While the learning plan provides a general
length for each section, the lesson can be altered to meet
the needs for the students. For example, if students need
to listen to the song an additional time to aid in their
understanding, then the time can be adjusted accordingly.
To ensure students maximize their working time, a timer
will be set to alert them when to change stations.
Students will also be expected to transition quietly, to
promote little to no wasted time. Students will be
reminded once to remain quiet and move quickly.

STAGE 2: TEACHING
DAILY AGENDA: What will you use to manage daily instruction?

What is your Learning Map sequence for Day 1? (70 Minutes)

1. Whole Class overview of the lesson and what Theme is (10 Minutes)
2. Listen to “Brave” by Sara Bareilles and have students quietly listen and follow along
on a copy of printed lyrics (3 Minutes)
3. Collaborate and conduct a guided example on annotating the text while determining the
theme (7 Minutes)
4. Listen and follow along to “Roar” by Katy Perry (3 Minutes)
5. Have student individually annotate and determine the theme of the song (7 Minutes)
6. Students will then break into groups of 5 to create a compare and contrast chart of the
songs Brave and Roar. Students will be determining if the themes are similar or
different and why (15 Minutes)
LEARNING MAP PART 1 7

7. Students will remain in their groups and play a Theme themed Board Game (15
Minutes)
8. Meet on the front carpet and recap what theme is and discuss findings on the themes of
the songs. Engage students in guided questions to allow them to see that the theme can
be the same within two different pieces, even if the writing is different. (10 Minutes)

What materials will you use?

 30 Printed copies of three songs

 30 Printed copies of Comparison & Contrast Charts
 Projector
 SMART Board
 Pen/Marker
 Stop Watch
 6 “Theme” Game Boards
 6 Single Starburst Candy for the Winner of the Game
 Computer and Speakers to play songs

How will you assess student learning?

I will assess student learning through classroom discussion, having students share their
findings in their Compare & Contrast Charts, observation during guided assistance, and
collecting the work of all students.

Reflection

By contacting Konnie Hess and even working with her class previously, I had an

advantage to creating this learning map. With knowing/having insight on Hess’ class, I can begin

creating plans to overcome anticipated obstacles. I am able to address differentiation techniques

head-on rather than attempting to play catch up. The learning map is a great tool to prepare for a

lesson as it allows me time, organization, and provides suggestions to follow; however, it is

essential to remember that everything on here is tentative and the educator must be flexible when

implementing it. I believe that I have created a well-rounded and fun lesson to teach Theme. I am

excited to teach this lesson and be able to reflect on its effectiveness.