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Here students draw maps of their rooms using the bookMapping Penny’s Worldas a model


Language Arts, Social Studies  


K, 1, 2  

Title – Mapping Penny’s World – Introducing Map Reading Skills
By – Lauren Anaya
Primary Subject – Social Studies
Secondary Subjects – Language Arts
Grade Level – K-2
Time Frame – 30 minutes

Lesson Topic:

      Where in the World are You? —


    Understanding layout and how maps represent the world around us.

EL Level:

    Early Advanced and Advanced

Materials and/or Technology:

  • Mapping Penny’s World by Loreen Leedy
  • Chart paper and markers
  • Paper
  • Crayons or markers


  • Understanding the layout of familiar places as a basis for map reading.
  • Becoming familiar with the components of a map.

California K-12 History & Social Science Academic Content Standards:

  • Grade : Kindergarten
  • Area : Learning and Working Now and Long Ago
    • Students in kindergarten are introduced to basic spatial, temporal, and causal relationships, emphasizing the geographic and historical connections between the world today and the world long ago.
    • The stories of ordinary and extraordinary people help describe the range and continuity of human experience and introduce the concepts of courage, self-control, justice, heroism, leadership, deliberation, and individual responsibility.
    • Historical empathy for how people lived and worked long ago reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the rights of others.
  • Sub-Strand K.4: Students compare and contrast the locations of people, places, and environments and describe their characteristics.
    • Standard 5: Demonstrate familiarity with the school’s layout, environs, and the jobs people do there.
  • Grade : Grade One
  • Area : A Child’s Place in Time and Space
    • Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world.
    • The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsman-ship, and respect for the rights and opinions of others.
    • Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of American citizens and learn about the symbols, icons, and songs that reflect our common heritage.
  • Sub-Strand 1.2: Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
    • Standard 2: Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
    • Standard 3: Construct a simple map, using cardinal directions and map symbols.
  • Grade : Grade Two
  • Area : People Who Make a Difference
    • Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly.
    • The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system.
  • Sub-Strand 2.2: Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
    • Standard 1: Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).


  1. The students will identify places they have seen maps.
  2. The students will identify what places they have seen maps of.
  3. The students will orally identify the places that Lisa mapped in the book.
  4. The students will draw basic maps of their rooms using the book as a model.


  • Modifications for the Early Advanced and Advanced English learners:
    • Read a high-quality book with pictures of the vocabulary. Review terms and ideas from the story as a whole class and write new terms on chart paper.
  • Modifications for student with ADHD:
    • The student will be placed in front near the teacher during the story to better sustain attention.
  • SDAIE strategies:
    • High-context picture book as a model for the assignment.


  1. Layout
  2. Maps


  • Classroom Management Details:
      Students will transition on the “word to move on” — “Layout”.
  • Student Groupings:
      The students will work independently
  • Direct Instruction Model:
    1. Focus/Motivation (Open):
          T: O.K. guys, today we’re going to learn about Standard K.4.5: how to understand the layouts of places we visit often.
          In order to learn, we are going to have to understand some words first.
          The first word we are going to learn is layout. A


          is a drawing of an area. What is a layout?
          S: A drawing of an area.
          T: Excellent! A layout helps us to tell someone else about an area we are familiar with. Just like when you drew me maps of your rooms. This helps others to find their way and helps us to understand the places we visit often.
          The second word is something you have probably already heard of, but we should review it because we are going to be reading a story about it: Maps.


          are more fancy drawings of areas that tell people how to get somewhere. They might include some of our direction words that we learned earlier this week. What are maps?
          S: Fancy drawings of areas that tell people how to get somewhere.
          T: Ok, now I want you to think about some places that you have seen maps. Talk with your partner about places where maps are used.
        Who thought of a place where they have seen maps? (Make a brainstorming graphic organizer with the students’ ideas).
    2. Development (Body):
          T: Great ideas, guys! Now we are going to read a story about a girl that makes maps of places her dog visits often.


      Mapping Penny’s World

          by Loreen Leedy. Stop and explain unfamiliar vocabulary in the story,

      map keys







          . Further instruction will be given on these words in later lessons).
        What were some of the layouts that you saw in the book? What were some of the areas that Lisa mapped that Penny visited often?
    3. Closure (Close):
          T: Ok, I know that you already drew me maps of your rooms, but now that we have read

      Mapping Penny’s World

        , I want you to draw a map of your room again and see if there is anything you would like to change.


    Formative: Compare the maps that the students made in this lesson with the maps they created during the pre-assessment.

E-Mail Lauren Anaya !

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