ACTIVITY PLANNING FORMAT 2008-2009
1. Lesson Plan InformationSubject/Course: Civics / Name: Lauren Common
Grade Level: 10 / Date: 26 January 2006
Topic: Foreign Aid and Kenya Drought / Time and Length of Period: 1-2h30 (76 min.)
2. Expectation(s) and Learning Skills
The students will:
· analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes PCV.03
· analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism) IC4.01
· apply appropriate inquiry skills to the research of questions and issues of civic importance ACV.01
NOTE: YOU MUST ALWAYS ENSURE THAT EXPECTATIONS ARE REFINED TO WHAT YOU ARE TEACHING IN THIS PARTICULAR LESSON. THEY MUST START WITH ACTIVE VERBS. THEY MUST COME FROM CURRICULUM DOCUMENTS. THOSE ABOVE ARE QUITE SPECIFIC AND THE TEACHER HAS REFINED THEM TO REFLECT THE ISSUE OF THE “KENYA DROUGHT AND FOREIGN AID.”
Today, students will:
· analyse a contemporary crises, the Kenyan drought
· work in groups to determine what (if any) foreign aid is being offered to Kenya
· determine their standing on giving foreign aid to countries outside of their own
· use problem solving and analytical skills to research and understand the involvement of individuals and non-governmental organizations that contribute to foreign aid for Kenya
3. Pre-assessment
A. (i) Students
· have an understanding of concepts of active citizenship from previous classes, such as our recent lessons on Walk for Life and Pick Ribbon Day
· have experience working in cooperative groups, formulating persuasive arguments, and engaging in class discussions or debates
NOTE: HERE YOU INDICATE STUDENTS’ PREVIOUS KNOWLEDGE THAT THEY ARE TO BUILD UPON
(ii) Differentiation of content, process, and/or product (may be accommodations and/or modifications)
· S. P. has a significant word processing problem and requires someone to read to her – they will have the option of reading in small groups to alleviate any awkwardness she may feel. She is creative and loves to contribute her ideas verbally. I will advise her to stick with Jim this time as they work together so well
· I will monitor T. J. and D. Y. and ensure they do not work together as they tend to waste time and bicker
NOTE: ALWAYS INCLUDE STRATEGIES TO ACCOMMODATE OR MODIFY ACTIVITIES FOR ALL STUDENTS WHO REQUIRE THIS; EVERY LESSON SHOULD HAVE THIS! YOU MAY NETWORK WITH THE GUIDANCE COUNCELLOR OR SPECIAL EDUCATION TEACHERS FOR IDEAS…ALWAYS KEEP ON TOP OF THIS. IN YOUR REFLECTIONS, YOU MUST INCLUDE WHAT OCCURRED WITH THESE INDIVIDUAL STUDENTS.
B. Learning Environment
· library with internet access: I have reserved the library for the entire period and ensured that the computers are free and there are nooks where students may work in small groups
· there is a seminar room where students may present their findings
· students will go to their assigned home groups of 6 members that they have been working with all month
· they can pick their own groups of 2-4 members when reading the documents
· I will be facilitating throughout the lesson: walking around to each group, monitoring that students are on task, using anecdotal notes, praise and handling transitions
NOTE: THE LEARNING ENVIRONMENT MUST BE DESCRIBED; USE THE APF CHECKLISTS – teacher location is no longer required
C. Resources/Materials
· Kenyan drought article, Craig and Marc Kielburger, Toronto Star
· Famine Early Warning System: Kenya, December 2005 News release (http://www.fews.net/centers/innerSections.aspx?f=ke&m=1001786&pageID=monthliesDoc)
· World Food Programme: Fundraising Shortage (http://www.wfp.org/english/?ModuleID=137&Key=1980)
· Prime Minister of Canada: Report on the G8 Summit Results (http://www.pm.gc.ca/eng/news.asp?id=540)
· Computers will be up and running in advance thanks to the library tech
· The chart students will complete is copied, hole-punched and ready to be handed out by student volunteers
NOTE: YOUR RESOURCES MUST BE PREPARED IN ADVANCE, READY, AND LISTED FOR EACH TASK
4. Content ( The What)
Students explore:
· the effects of the drought in Kenya and surrounding areas, both in terms of environmental and human impact..
· G8 foreign aid commitments, particularly regarding environment and health in Africa
· the reported shortfall of foreign aid dollars
Then they come up with possible plans to present, such as:
· raising money to donate to non-governmental aid organisations working in the area
· lobbying the Canadian government to address the issue of the drought in Kenya and the surrounding areas
· lobbying the Canadian government to fulfil its aid promises, thereby calling international attention to the situation and hopefully prompting other G8 governments to do the same, etc.
NOTE: USING A CONTENT WEB IS A GREAT STRATEGY TO PLAN YOUR CONTENT FULLY; IT MUST BE LISTED IN THIS SECTION; THIS IS THE ‘WHAT’ YOU ARE HOPING STUDENT WILL LEARN
5. Teaching/Learning Strategies ( The How)
Teacher Role
(i) Introduction of the Activity, Routines and Procedures
NOTE: THE INTRODUCTION SHOULD BE BRIEF, USUALLY LESS THAN 5 MINUTES, IN GENERAL NOT MORE THAN 10 MINUTES; YOU MAY REVIEW THE PREVIOUS LESSON’S THEME FIRST BUT THEN MOVE INTO AN INTERESTING HOOK TO IGNITE THE FIRES OF CURIOUSITY OF YOUR STUDENTS; YOU MAY NOT HAVE A HOOK IN EVERY APF LESSON SINCE IT IS THE STUDENTS WHO TEND TO BE DOING THE ‘SELF & PEER TEACHING.’ YOU MAY OR MAY NOT HAVE A HOOK IN THE APF.
(a) Hook - Brainstorming Think/Pair/Share Activity (10 min.):
· Have picture of Kenyan student(s) on screen
· Yesterday, students read an information package including the Toronto Star article on the drought, the Canadian government statement regarding the last G8 Summit results, and the information and statistics from the World Food Program and Famine Early Warning System websites They may read alone of in small groups of 2-4 of their own choice
· Give the students forty-five seconds to think of and write down everything they know about Kenya. Then give them a minute to find a partner/turn to their seatmate, share their lists, and try to make an improved master list between then.
· Finally, go around the room and get one point from each partnership, writing their points on the board or on an overhead.
· Go around a second time before opening the floor to anyone who has anything to add to the master list.
· This activity serves in part as a pre-assessment to find out what students already know about Kenya from popular cultural or other sources.
*NOTE THAT YOU MUST ALWAYS PROVIDE DIRECTIONS FOR ACTIVITIES& YOU MUST ALSO INDICATE WHATEVER ELSE YOU’RE DOING AS FACILITATOR, LIKE BELOW
(B) After the hook, I’ll:
· break them into their home groups of 6
· hand out cue cards to specify student roles (Leader, presenter, recorder, encourager, time keeper, resources manager)
· verbally explain rules that are provided in hard copy to each group
· supervise the groups and facilitating group discussion as needed
· prompt student groups as needed to ensure the discussion is focussed on key concepts
· use anecdotal notes to record behaviours, use praise to motivate, circulate constantly
· raise my arm and hand as a signal for redirecting activities and transitions.
· comment during the group presentations and evoke questions from students.
· next period, ask for volunteers to share their reflection.
Then I’ll introduce the student routines and procedures:
Step 1 : Cooperative Group Work (30 MIN)
· the resource manager from yesterday’s activity will collect cue cards from teacher and distribute them randomly to members of home group;
· Students will refer to the articles and formulate a realistic plan of action to help those people most affected by the drought (see Appendix for chart)
· Have the new resource managers from each group collect and hand out the chart below on their “Plan of Action”; students listen and follow along as the teacher explains the chart
Step 2.: (20 MIN) the designated ‘presenter’ for each group presents their plans to the class; classmates and teacher and students may comments and discuss; students actively question and discuss the pros and cons of each plan
Step 3: (5-10 MIN) after the consolidation questions, students will write a reflective summary in their Civics notebook: “If you were head of the Ontario Foreign Aid Agency, how would you use money donated by Canadians to ease the plight in Kenya?”
NOTE: THIS IS A STEP-BY-STEP DESCRIPTION OF TASKS THE STUDENTS WILL ENGAGE IN AND THEIR ROLES AND RESPONSIBILITIES. ALSO NOTE THAT ANY HANDOUTS, SUCH AS THIS CHART, MAY BE APPENDED. LABEL THEM CLEARLY.
(ii) Lesson Conclusion (3-5 MIN)
At the end of the period, I’ll briefly ask various students to respond to the three main content areas:
· Tell me three major effects of the drought in Kenya and surrounding areas, both in terms of environmental and human impact.
· What has hindered G8 foreign aid commitments, particularly regarding environment and health in Africa? Name 4 factors.
NOTE: THIS ‘CHECK FOR UNDERSTANDING’ IS NOT LINEAR AND OCCURS AFTER THE STUDENTS HAVE DONE THEIR PRESENTATIONS; IT IS FORMALIZED FOR YOU TO ENSURE YOU’RE CHECKING THEIR LEARNING, BUT YOU SHOULD BE DOING THIS THROUGHOUT THE ENTIRE CLASS WITH YOUR ANECDOTAL NOTES, AS FACILITATOR. CONSOLIDATING OF LEARNING MEANS A BRIEF CHECK OR VERIFICATION OF LEARNING. GET AWAY FROM THE TEACHER BEING THE ‘HEAD HONCO/SOLE AUTHORITY’ IN THE APF. STUDENTS ARE MORE IN CHARGE AND YOU ARE ‘THE GUIDE ON THE SIDE.’
6. Assessment (Collection of Data) / Evaluation (Interpretation of Data)
· Student will do a peer assessment the next period on their reflective response. (use peer checklist)
· A learning skills checklist may be used for participation in group discussion.
· I will use my anecdotal records to record participation, cooperation, attitude, behaviours, stressing the positive.
NOTE: DEVELOPING A RATING SCALE HERE THAT INCLUDES THE ABOVE CRITERIA WOULD BE HELPFUL WITH THE ASSESSMENT PROCESS. IT MAY BE A SIMPLE: 1 (LOW) 2 (AVERAGE) 3 (HIGH) SCALE IN YOUR ANECDOTAL NOTES TO ACCESS LEARNING AND BEHAVIOURS. ALWAYS ENSURE YOUR CONTENT ASSESSMENT STRONGLY REFLECTS THE EXPECTATIONS AT THE BEGINNING OF YOUR LESSON PLAN! THIS WOULD BE AN ASSESSMENT, NOT AN EVALUATION!
7. Teacher Candidate’s Reflections on the Lesson
A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)
□ Overall, students understood and achieved my expectations. The groups if 6 were too much, though. The students had some trouble staying on task and the noise level we a bit much.
□ SP (who has a word processing problem) worked very well with JJ, who is a strong mentor.
□ T. J. and D.Y. worked well apart today. They politely asked to be permitted to work in the same group next time
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
□ Next time, I’ll limit the group to 4 only. This should be more manageable and quieter so we don’t disturb our neighbors.
□ Next time, I’ll keep SP in a group with JJ, who was so helpful. They really click!
□ I’ll give TJ and DY a chance to work together next time in the same group of four, since they seem sincere.
B. (i) Evidence of the Effectiveness of the Teacher Candidate
□ I feel my hook was a success!
□ My classroom management was better today, and I feel I made progress with TJ and DY, who can be a bit arrogant and demanding at times.
□ My communication with students has improved since I started using anecdotal notes, recording behaviours, and giving increased positive feedback and praise while the work!
□ I stayed in front of the class too much, despite my ole B.Ed. profs at Nipissing UNni warning me over and over, “Circulate! Circulate!!?
(ii) Next Steps Related to the Effectiveness of the Teacher Candidate
□ I want to experiment some more with cooperative learning strategies, such as the TYP. Next time, maybe I’ll try a Match Mine hook?! That would be fun and motivating!
□ With TJ and DY, I’ll continue with the democratic, negotiating style. Meeting with them discreetly and after class seems to work, as well as giving them chances. They really seemed to appreciate that.
□ I’ll step up the use of anecdotal recording and praise since it seems to be working like a charm!
□ From now on, I’ll make a more concerted effort to circulate all the time, In fact, I’ll ask the class to remind me if I get rooted again up front.
Activity Planning Format
5 Nipissing University – Practice Teaching Handbook 2008-2009
Appendix:
PLAN OF ACTIONNames:
Issue / Data / List the steps in your plan of action / Possible resources that might be utilized to support the plan / Possible human resources that might be utilized to support the plan / Timeline for
Implementation
Drought in Kenya
Impact of the Drought on the Kenyan Population
International responsibilities
Activity Planning Format
5 Nipissing University – Practice Teaching Handbook 2008-2009