Running head: LEARNING MAP

Learning Map- Agriculture

National University

ITL 520- Professor Calver

April 30, 2020

Abstract
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This paper begins by introducing the Learning Map and explains its components in detail,

which includes six elements and four stages. Next there is a summary of the field experience and

interview conducted with Annette Northrop, an English Language Learner (ELL) teacher at

Allen Creek Elementary School in Marysville, WA. The focus of the interview is the importance

of planning in regards to being prepared to teach content and meeting the needs of diverse

learners. Following the interview is a lesson plan prepared by the author, which is based on the

framework of the Learning Map Model. This lesson plan was created using a Common Core

Standard for 9th grade agriculture. Three diverse groups of learners are included to demonstrate

how a teacher can prepare for challenges and adjustments in the classroom. The author has

identified opportunities of engagement, representation, and expression following the Universal

Design for Learning (UDL) principles. This paper concludes with the importance of strong,

structured planning for effective instruction and an engaging learning environment.

Learning Map
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One of the greatest challenges we face as teachers is to design lesson plans that offer

equal access and engagement to every diverse learner in the classroom. There are many ways to

lesson plan and various graphic organizers that can be used. The Learning Map is a lesson

planning tool taught by National University that efficiently organizes content and engages

learners in a variety of ways (Marshall, 2018). The Learning Map consist of six elements and

four stages for designing and teaching lessons.

The six elements that are incorporated into each stage of learning include: Teacher,

Learner, Target, Assessment, Instruction, and Management. It is important to know who you are

as a teacher and learner, how you are connecting and valuing students with diverse backgrounds,

and to acknowledge biases/stereotypes that could hinder your expectations (Self as Teacher,

2017). Students should be engaged and excited about learning, which is why the lesson should be

designed using the knowledge we have about our learners. We have to consider the different

types of students in the classroom, such as those with IEPS, 504s, and English Language

Learners (ELLs). This will allow us to plan appropriate accommodations for instruction and

assessment that will effectively support these learners (Dickenson, 2019). The Target element

involves breaking down the standards that we will be using into skills, essential knowledge, and

questions we need to think about when designing instruction (Dickenson, 2019). Assessment is

used throughout the teaching and planning process to think about what students learn and assess

how well our teaching strategies are working. In order to be effective, assessment needs to be

continuous, thought provoking, and data driven (Dickenson, 2019). Instruction is critical to

planning, and must take into consideration our diverse learners, teaching strategies, and the

content we will be teaching. The Management element involves how we will manage our

classroom during learning activities (Dickenson, 2019).

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The six elements are incorporated into each of the four stages of lesson planning, which

include: Planning, Teaching, Reflection, and Applying. During the Planning stage you start with

what you know about your learners, yourself as a teacher, curriculum, standards, goals, and

resources to design a lesson plan that provides academic achievement, social-emotional thriving,

and equitable access to all learners (Dickenson, 2019). The Teaching stage is where you execute

the lesson plan and think critically about evidence of student learning and engagement. Evidence

is collected during the Planning and Teaching stages to provide feedback and make adjustments

during the Reflection stage. The final stage, Applying, uses the reflection to critically deconstruct

the effectiveness of one’s teaching practices and beliefs, gain new information about the learner,

and ensure equitable access and inclusiveness for each learner (Dickenson, 2019).

Field Experience

I had the opportunity to interview Annette Northrop, an English Language Learner (ELL)

teacher who is currently working with elementary students’ grades K-5 at Allen Creek

Elementary School in Marysville, WA. Due to the current situation with Covid-19, I was not able

to observe a classroom physically, but I was able to complete a phone interview and review a

few of her lesson plans. I chose to interview this teacher because she has experience as a regular

classroom teacher as well as specializing in English Language Learning. Prior to this course I

had limited knowledge and experience about ELLs, and during the first week I realized this class

focused on supporting students in language and literacy in our content areas. I thought it would

be helpful to learn more about planning to support students in English language and literacy, and

Annette has been very helpful in answering my questions and expanding my knowledge in this

area.
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Interview

1. What grade levels do you teach? What have you previously taught?

I am currently an ELL teacher at the elementary school and work with a diverse group of

students in grades K-5. I have been teaching for 15 years now, and previously taught primary and

secondary school as a general education teacher. I am an ELL teacher, co-teacher, and coach for

EL students. I mainly work with students at the emerging stage and pull them from their

classroom. I also provide extra support for students at the expanding stage. Most of the EL’s get

placed into the same classroom so that it is easier for me to support them.

2. How do you get to know your students and the level that they are at?

At our school we do a home language survey for new EL students to connect with the student

and family, and learn more about the language they speak at home, what their parents speak, and

other questions to get a better idea of the level of literacy in the home language and Standard

English language. New students are required to take an entrance test to identify which stage is

applicable to them. We also conduct a formative assessment once a year that tells us we’re they

are at in relation to the EL proficiency standards.

3. How do you usually start planning? Where do you begin?

I begin by looking at their language level. I use the EL proficiency standards and Common

Core State Standards (CCSS) to help guide me. My planning revolves around these standards

and where my students are at in their abilities, language, literacy, and skill levels.

4. What are some key considerations you use at the beginning and during your

planning process?
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Again, I look at where my students are at, their language level, skills, strengths, weaknesses,

and other information pertinent to that students learning. I also refer to the EL proficiency

standards and CCSS. Additionally, I use the curriculum that is provided by our school district

and see what resources are available. I see what my students need to help support them in

comprehension and learning, such as more visuals, sentence stems, and manipulatives. I see what

scaffolding they need. I refer to my notes and observations of students, work examples or

assessment to guide different lessons. I see where there was confusion or misunderstanding and

try to adapt the next plan to better help these students learn and understand the lesson.

5. In terms of content area knowledge, how do you decide on the target for a one-day

lesson, two-day lesson or an instructional unit of study over several days?

I decided on targets by using the EL curriculum, CCSS, and PDLs. I also implement the

teaching strategies from “Project GLAD” which focuses on language and making text and

content more accessible for my students. I utilize graphic organizers and inquiry charts to help

determine where my students are at and where we need to go with lesson planning. We gradually

move to more independent work by the students. I look at the topic, content, and challenges that

students might have to decide if more or less time will be needed for the lesson. Depending on

the students’ understanding, I might have to back track or even go quicker on something

depending what their knowledge base is.

6. In terms of your learners, what are some key things you always keep in mind when

planning?

I always keep in mind their language level, proficiency, and affective filter. I am constantly

observing and assessing to make sure students are comfortable with the content before moving
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on. This information helps inform how much you need to differentiate or scaffold for your

learners.

7. Do you plan for differentiation ahead of time and if so, what are you including in

this planning?

Generally, I do plan for differentiation ahead of time, using the information I know about my

students and their individual needs. Sometimes the differentiation I plan is not getting my student

where they need to be in their understanding; so I will have to adjust during the lesson, for

example by adding more visuals or breaking down the vocabulary.

8. How about planning for differentiation while you are teaching? How about

technology mediation or access to resources or curricular materials?

I utilize a program titled Carousel, which is a comprehensive language

development program designed for K-5 ELs at all stages of language proficiency. This program

works very well for designing differentiation for my students that really struggle with the English

language. It has a lot of great resources and strategies that I can apply in the classroom while

teaching. I love technology and we use it every single day in my classroom. For example, if a

student does not understand a word in English, we can translate it and show them an image of the

word to help them visualize it. I often use videos with subtitles to help my students understand

the content. The school district also provides digital EL curriculum to support these students.

9. In terms of assessment, what are important areas you keep in mind when planning?

Do you prepare your assessments as part of your planning? Do you allow yourself to

deviate from your original assessments and if so, when and how?

The school district provides EL curriculum which comes with post tests for each unit. Most

of my assessments for the emerging ELs come from this curriculum. School wide we use the
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STAR test, which we can use to assess students’ skill level in literacy, math, reading, or other

subjects. Sometimes I modify or make accommodations on the curriculum assessments,

depending on the level and need of the student.

10. Finally, what is the importance, relevance and pertinence of planning for effective

instruction in your professional opinion.

In my opinion, you should know your content and be prepared. It is also critical that you

know where your students are at and plan accordingly.

Learning Map- Agriculture

Grade Level: 9

Common Core Standard: Agriscience Pathway (C8.0) Students understand fundamental animal
nutrition and feeding.

Learner Emerging English Learner Student with Dyslexia Proficient English

Types Speaker

Planning Learner: Learner: Learner:

This student has a native There is a wide range These students should be
language other than English. of ability and skill level able to show an overall
They will have limited receptive among these students. understanding of the text,
and productive English skills. The main difficulty both inferential and literal.
They can read brief grade-level involves word They can extend ideas,
text and recognize familiar recognition, reading make clear inferences,
vocabulary words. They use fluency, spelling, and draw conclusions, and
simple sentences, words, and writing. It is important make connections based
phrases. In order to have to know exactly where on prior knowledge. They
equitable access to the content they are at in their should be able to work
they will need substantial learning, what they are independently most of the
linguistic support for unfamiliar able to do, their time with additional
topics. It is important to know strengths, and needs, in support as needed. I will
this student well (i.e. home order to make provide opportunities for
language, literacy level, etc.) in accommodations and these students to help their
order to use the literacy skills modifications struggling peers when
they might have already accordingly. I would they have a good grasp of
developed in their native check to see if they the information. I will also
language. I will check their have an IEP or other provide opportunities for
scores on the ELPAC and other background them to advance in their
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assessments of English information to better learning by challenging

proficiency to determine what meet their needs. Audio them with more difficult
their specific needs will be. I assistive reading text or activities.
will work with the ELL teacher, technology is really
refer to the EDL standards, and helpful for these
utilize the ELL programs in learners, as they
finding resources and assistive usually are not able to
technology for this student to decode at grade level.
help them succeed in my They can comprehend
classroom. I will provide these the text using their
students with word banks and listening skills and
graphic organizers to help following along with
organize their thinking. In the text at the same
addition, I will provide many time. I will also
graphics and videos to provide these students
supplement their learning. I will with Quizlet
pair these students with vocabulary sets so that
proficient and advanced students they can hear the
that really understand the text words/ definitions
and concepts. They will benefit spoken aloud and read
from discussing and learning them at the same time.
from their peers. Additionally, These students might
assistive technology such as also need more time to
audio textbooks, Google complete activities.
Translate, rewordify.com, and
videos will assist these learners
in comprehension.

Target:
This standard asks that students be able to demonstrate their understanding of the
types of nutrients required by farm animals (i.e. proteins, minerals, vitamins,
carbohydrates, fats, oils, and water), common feed ingredients, the different types of
digestive systems, and basic animal feeding guidelines.

Goals: Students will be able to use and apply their knowledge and understanding of
animal nutrition in order to calculate or formulate appropriate rations for different
types of animals, and explain basic guidelines for feeding.

Learning Objectives: Students will be able to use and understand animal nutrition
information and vocabulary words in order to complete worksheets, activities, and
participate in discussions. Students will also be able to calculate rations when the
information is given to them. They will be able to formulate their own rations by
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selecting and calculating appropriate feed for the type of animal that they choose, as
well as explain the basic feeding requirements for that animal.
Assessment:
Formative Assessment: I will have opportunities for students to earn credit by
sharing their thinking, and will give them opportunities to serve as models or teach
the rest of the class. After we study each part of animal nutrition (i.e. nutrients, feed
stuffs, digestive systems, etc.) students will be quizzed using worksheets that have a
variety of ways for students to show their understanding. For example, I will have
fill-in the blanks, multiple choice, matching, and short essay response. I will
provide multiple essay responses and activities on these worksheets to allow
students to choose which questions they want to respond to. For example, if I give
students a matching, fill in the blank, and multiple choice activity, I might have
them choose two activities to complete. For short essay response, I could give them
three prompts and they can choose the prompt they want to respond to.

Summative Assessment:
Students will select the type of animal that they want to design a feeding plan for.
They will select different feed stuffs and balance the diet to meet the nutritional
requirement of that animal. I will provide actual feed stuffs and a scale so that they
can mix and prepare a real ration that could be fed to the animal they chose. They
will then choose how they want to present the information (written essay,
PowerPoint presentation, video, charts, tables, etc.) and provide an explanation for
the ration they formulated. Additionally, they will include basic feeding guidelines,
such as equipment needed to feed this animal, how many times a day they will be
fed, and how much they will be fed.

Other types of assessments:

Throughout lecture activities, seat work, or group work, I will utilize quick
conferences, where I confer on a daily basis to see who is understanding the
reading, activity, or strategy task and who is not (Tovani, 2004). I will also give
students conversation calendars and collect them once a week (on different days of
the week so I am not collecting them all at once to grade) where students answer a
question or prompt I give them, or they write something they learned or something
they need additional help understanding. These will be graded on participation. I
will also provide feedback for them on the calendars so that they feel their
responses are valued (Tovani, 2004). Additionally, students will have the
opportunity to switch rations with each other and evaluate and provide feedback.

Instruction:
The class will begin with a short lecture, where I provide explicit instruction, what
is expected, and the purpose of today’s lesson/reading/activity. When I am teaching
I will use PowerPoint presentations, videos, images, and posters. Additionally, I
will explicitly teach the vocabulary words and present necessary background
information. I will demonstrate reading strategies and think aloud to show students
how I engage with the text and comprehend it. Finally, I will model how to
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calculate and formulate feed rations. I will review feeds that are appropriate for
each animal and demonstrate how I judge and select feeds for a ration. I will
explicitly model formulating a ration. An example of the summative assessment
will be provided to help guide students through their final project.

I believe in collaboration and cooperative learning, so I will generally have students

work in pairs or small groups to complete the days reading and activity. Students
will use either graphic organizers or a double-entry diary to take notes, or they will
mark text, depending on what text we are using. I will demonstrate how to use these
tools, as well as strategies for marking text. If we have a worksheet quiz it will be
after the daily opening, and students will have most of the class period to complete
it, and can come in at lunch or after school if they need more time. The summative
assessment is project based, and some students will be given additional support and
extended time to complete it. Towards the end of class, I will review the day’s
lesson and lead a discussion. Sometimes this will be a class discussion, sometimes I
will give prompting questions to the small groups or partners to discuss. To ensure
students are engaged and have fun learning, we will review using games such as
Kahoot or Jeopardy. At the end of the class I will have students take a few minutes
to answer the question or prompt in their conversations calendars.
Management:
Ideally the classroom seating will consist of rectangle tables in rows, with a few
larger circle tables in the back. Students are strategically paired for the partner and
group work. Students will sit by their partner at the rectangle tables. When class
breaks into group discussions, they can work at the round tables or pull their
rectangle tables together. The seating is designed for effective classroom
management. Students that are doing well in English and have higher levels of
literacy are paired with students of lower to moderate literacy. This helps both
students, as the lower level students learn from their peers, and the higher level
students are challenged by teaching and supporting their peer. Students who distract
each other from learning are seated furthest away from each other. Students who
have vision or hearing impairments are seated closest to the front of the classroom.

Students will work quietly during individual work and assessments, and have low-
volume discussions when working with their partners. They can have a slightly
louder discussion when working in groups of four, and must use an appropriate loud
speaking voice when presenting to the class.

I will begin each day with an agenda of what we will be doing for the class period
so that they know what is expected of them every day. When teaching a lesson, I
will be monitoring student behaviors and ensure every student is paying attention. If
students are disengaged or disruptive I will make note and address it at a different
time, or adjust my instruction. If students are distracting each other I will move
them to opposite sides of the classroom. If a student seems frustrated or continues to
exhibit disruptive or negative behaviors I will talk with them to find out if they are
not understanding the lesson, or if something is happening in their life that is
impacting their behavior. If we cannot solve the issue I will see if they have a 504
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or IEP (if I am not aware of that already), and involve the appropriate school staff
or parents.

Universal Design for Learning Considerations

Representation

The teacher is providing multiple means of representation throughout this lesson plan.

Content and information are presented in multiple ways, including the use of PowerPoint

presentations, videos, images, and posters. Vocabulary words are explicitly taught and reviewed

to ensure that students can acquire the knowledge being taught (CAST, n.d.). In addition, reading

strategies are also being taught so that the students can more easily understand and engage with

the text. The instructor will show students how to use note-taking tools such as graphic

organizers and a double-entry diary, as well as demonstrate how to mark text. Scaffolding and

modeling are provided for different animal nutrition activities such as calculating and

formulating rations for different types of animals. Students that need additional support (such as

ELs and students with a special need such as Dyslexia) will receive assistive technology, extra

visuals, word banks, graphic organizers, and other tools to help them have equitable access to

learning.

Engagement

Students have many opportunities for multiple means of engagement throughout this

lesson plan. They are given multiple ways to take notes and engage with the text, such as graphic

organizers, double-entry diaries, marking text, as well as other reading strategies that they will

learn. The students will have a clear purpose of the lesson each day, as well as what is expected,

to ensure they remain on task and feel the work they are doing is meaningful. The use of hands-

on activities and lab experiments will help students apply the information they are learning in an
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interesting way. Classroom and group discussions, opportunities to teach other students, and

providing peer feedback will help students share their thinking with each other, as well as with

the teacher. Students also have options in the questions they want to answer on the worksheet, as

well as choice in the type of animal and ration they want to use for their final project. The

conversation calendars are another great way that students can engage with the material and the

teacher. It allows them a space to think about questions they have, information they found

interesting, and a chance to engage with the instructor’s feedback to progress their learning.

Finally, I will keep students interested and engaged by reviewing information using games such

as Kahoot and Jeopardy.

Expression

The students have ample opportunities for expressing what they know on this topic. The

conversation calendars are an opportunity for students to share what they learned or questions

they still have. The double-entry diaries and graphic organizers can be formatted in many

different ways and the amount of note-taking will be the responsibility of the students. The

students will have opportunities to share their thinking and serve as models for the rest of the

class. On the worksheet quizzes, students will get to choose which questions they want to answer

(multiple choice, matching, etc.) and choose the prompt for the short essay question they want to

respond to. In the summative assessment (final project) students have a choice in the type of

animal they want to design a ration for, choice of feed stuffs to use in the ration, and choice in

how they would like to present their project. Additionally, learners that need support and services

(such as assistive technology) will be able to use those resources when expressing what they

know.

Conclusion
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The lesson plan presented here is one of many ways a teacher can prepare a lesson. It is

important to be prepared with multiple pedagogical strategies, engaging material,

accommodations, adaptations, and interventions. Preparing a strong plan before teaching the

lesson will ensure that there is structure and support for each diverse learner. This will improve

the inclusiveness of the learning community and create a safe space for students to take risks and

improve their learning (Thinking Map, 2017). In designing instruction, it is critical that the level

and needs of the learners are at the forefront. When knowledge about the learner, yourself as a

teacher, reflections, targets, and resources are effectively used to develop a plan, it will ensure

for all learners’ meaningful academic achievement, social-emotional thriving, and an equitable

and inclusive community of learners (Dickenson, 2019). The lesson plan is a guiding tool that

the teacher can differentiate from when needed. It provides support for the students, as well as

the teacher. Finally, teaching in a classroom every day is difficult and can be exhausting when

you are trying to meet the needs of many learners on the spot with no preparation (Self as

Teacher, 2017). The lesson plan gives the instructor tools and strategies for running an effective

and productive classroom, improving teaching performance, and reducing stress.

References

California Department of Education. (2005). California Career Technical Education Model

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Curriculum Standards. Retrieved from

https://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf

CAST. (n.d.). UDL at a Glance. Retrieved from

https://www.youtube.com/watch?v=bDvKnY0g6e4

Dickenson, P. (2019). Designing Instruction for Today’s Learners [Prezi slides]. Retrieved from

https://prezi.com/0uszefvse4yt/designing-instruction-for-today039s-learners/

Marshall, J. (2018). Create Learner Engagement with a Learning Map. Retrieved from

https://www.caveolearning.com/blog/create-learner-engagement-with-a-learning-map

Self as Teacher. (2017). Retrieved from

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Thinking Map. (2017). Retrieved from

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/32654372/entry_id/0_gi7dwboj/embed/dynamic

Tovani, Cris. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades 6 –

12. 1st ed. Portland, Maine: Stenhouse Publishers.