WL.06

My Community Map.png

SUMMARY

KEY INFORMATION

In this Cornerstone, students will understand the importance of a map in helping people to identify places and to move from place to place. Students also understand that going from one place to another follows a pattern of selected directions. Following a project-based instructional model, students create their community maps and label important places. Using their community maps, students create itineraries to demonstrate their ability to follow directions to at least one place in their community. Finally, students participate in a class presentation.

GRADE
Elementary

TOPIC
Community Map

LESSONS
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DURATION
2 Days

INSTRUCTIONAL MODEL
Project-Based Learning

AUTHOR(S)
Koutouan Gadie, Shepherd ES

RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

TEXTS AND WEBSITES

Britannica Image Quest Links to an external site.

Google Maps Links to an external site.

SUPPLIES & TECHNOLOGY

This Cornerstone does not require any materials.

CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

STANDARDS

OSSE Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

OSSE Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

OSSE Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

In order to complete this Cornerstone, students need to have previous knowledge of the vocabulary of community places and directions vocabulary.

PLACEMENT

BEFORE

This Cornerstone will serve as the summative integrated performance assessment (IPA) at the end of Unit 3 for Elementary K-2.

DURING

I can recognize words about my home community when others are speaking.
I can recognize and read words about my home and community.
I can recognize important places in my community.
I can follow simple directions recognize important places in their community.
I can use simple maps to identify the location of places in my community.

AFTER

After this Cornerstone is completed, students will be able to apply the skills learned in any setting to find directions and locate places both in English and the target language.

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

Teachers will both model and facilitate during the lessons. Initially, teachers will review with students relevant vocabulary by engaging students in an interpersonal activity where students will ask and answer questions to each other. Then, teachers will do a demonstration of what is expected from students. It is helpful to think of this demonstration as a slowly evolving conversation. First, you will present the product or outcome that students need to create and have them demonstrate their understanding of the material by an interpretive activity. Then you will gradually incorporate students into the learning process. Your goal is to give the students a successful experience so that they can build towards mastery. The students will then be able to demonstrate mastery of the vocabulary and structures learned through the creation of their final product (community map and itinerary). The teachers will act as a facilitator during this time, making sure that students are completing the activities as directed and providing any scaffolding that is needed in the moment. In this role, teachers can check student work as it is being done, thereby increasing the number of students who obtain mastery by the end of the Cornerstone.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.

LESSON PACING

Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans.

DAY	OBJECTIVE
Day 1	Students will follow directions on a street map in the target language. Following teacher modeling how to write and follow an itinerary, students will locate their neighborhood library.
Day 2	Students will create a community map of their neighborhood, and an itinerary from their house to a place in their community.

District of Columbia Public Schools
1200 First Street NE, 8th Floor
Washington, DC 20002

This content was developed by the teachers
and staff of DC Public Schools.
DCPS.CORNERSTONES@DC.GOV

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