EALR

Social Studies 1.1 use and construct maps, charts, and other resources: examine a variety of maps to describe basic mapping elements, for example, title, legend, direction, and grid.

Reading 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas: use logical sequence to accurately retell stories; order and/or sequence parts of text

Goal

Students will understand that a map is a helpful visual tool to use to get around.

Objective

By listening to a read aloud, using their imaginations, color coding map locations and following the path of a story with a map, students will be able to explain in words (written/oral) the importance of a map in the act of delivering mail.

Rationale

By reading books containing maps, or those with a story that lends itself to the creation of maps, students can enjoy, respond to, and learn about maps, mapmaking, and literacy connections. 

Materials

Yours Truly, Goldilocks by Alma Flor Ada, enough copies of the map (found inside the book) for each child, color strips (2 for each student), colored markers, large map version, large color-coded location chart.

Accommodations

One student with receptive language disorder.  In general make frequent check-ins with the student for understanding especially with directions.  Make sure all directions are in writing.  Other accommodations in red through out the lesson.  

Assumptions

Students know how to write their thoughts, and are familiar with some classic fairy tale characters. At least one student in each cooperative group can read. 

Procedures

Phase 1: Explain Objectives and Establish Set

All right everyone!!!  Its time to pretend!  Today we are going to pretend that we are mail carriers.  You have to use your imagination while I am reading a book to you.  Then we are going to talk about some thing that could help you do your job as a mail carrier and we are going to do an activity around that. Have any of you ever gotten a letter before? (access prior knowledge) How do you think the letter got to you?(analysis)

Phase 2: Present Information (lecture and/or text)

Hello mail carriers.  I have a problem for you.  My regular carrier for the Hidden Forest is out from work because she has the instamatic flu.  You are the guest mail carrier for the next week.  There has been lots of mail to deliver in the Hidden Forest because the residents there have lots of parties with each other.  This week the three little pigs are planning a house warming party. (Building vocabulary for understanding). Raise your hand if you know what a house warming is (Knowledge).  (Let a few students answer).  Those are very good ideas.  After the story we will see if you were right!  Now everyone come and sit around in a circle in front of me so I can read you Yours Truly, Goldilocks by Alma Flor Ada.  This story is told through a series of letters that the characters write to each other.  You will probably recognize some of the characters in this story.  Pay attention to who writes the letters and the pictures that go with them. 

(Read the story.  Stop every few letters to talk about the events.  The letters from the wolves have some vocabulary words above the second grade level.  They may need some explanation).

So, what is a house warming?  (Knowledge) Some one that did not give an answer before (You are looking for a party for some one who just moved into a new house).

Now my guest postal carriers.  Your job is to figure out how to deliver all these letters.  Let’s her some ideas (Conceptual).  (If students do not suggest a map you may suggest it for them).  Write suggestions on board. As it happens I have a map right here. 

Phase 3: Making transition to learning teams

So, now we are going to split up into groups of three or four.  You will each have a map for your own.  (Pass out the maps).  Now I will tell you which group you are in.  Listen for your name.  When I call it stand up.  Everyone else should be quiet and listening for your name to be called. (Call students’ names according to which group they are in.  When you have a group standing direct them to which table they will be sitting). 

You will find in front of you a map.  Please put your name at the top of the paper.  (Give students a minute to do this).  Great now you will also see you have slips of paper.  You will be using these to help you locate all the houses on the map so you can deliver the mail.  (optiona)You will also find directions for the rest of the group activity on the table.  I will read them out loud to you then you can get started. Have students review directions with their group and make time for clarifying questions.

Directions:

1.      Find the houses on your strips of paper on your map. 

2.      Put a circle around the house that is the same color as the circle on your strip.  Do this for both strips.

3.      When everyone in your group is done with the strips take turns sharing your maps.  Help each other to make sure you all circled the same place.  When your group have maps that look the same raise your hand. 

4.      Each place on the map should have it’s own special color. You do not want to color all over your map. (demontrate non example)

Phase 4: Helping students during team study

(When all groups have raised their hands have groups rotate clockwise to the next table where they repeat the steps until the whole map is complete.

(When everyone is done bring them back to the carpet).

Now, each guest mail carrier should have a map in front of you.  I am going to read the story to you again only this time I want you to follow along using your map. (you may want to A. Do this section on a separate day or B. Only read a select number of letters as the book is rather long.  This activity can be done tracking the path of a single letter as a brief activity for reinforcement of map skills) 

I have a color key with a picture of the character up here in case you are having trouble reading the names on the houses or if you forgot which color goes where. Now follow along while I read the story.  Model using your finger to follow along the given paths. Demonstrate a non-example of tracing your finger wildly, not along any given route.  Ex[lain that a mail carrier would take the roads to deliver mail so it is important to use the roads on your map.

Discussion: (take notes of responses on board)

What did we do differently the second time we read the story (We followed the map)? (Knowledge).  Turn to a partner and tell them what you think about using the map the second time (2-3 minutes).  What did you and your partner think about using the map? (Comprehension/Disposition)  Now everyone return to your seats and write on the back of your map a response to this question:  Would a map be helpful to a guest mail carrier in the Hidden woods (application).  Why?  (Write questions on board) If a student cannot write they should be given the option of verbal explanation. 

Variations:

1.) Augment map with animal/character picture symbols ease location finding.

2.) Print a large version of the map to be used as a reference during the re-reading of the story. Different students could be asked to track the path of letters on the large map during mini-lesson lead alouds of smaller book segments.

Assessment

When reading students written responses ( verbal explanations) about the importance of using a map to deliver mail, students should

(a) acknowledge that it would be easier to deliver the mail with a map

(b) explain that a map shows where things are.