Unit Title: UTAH GEOGRAPHY Date: August 30th
Enduring Understanding/ Unit Objective or End: Students will know Utah’s Physical and Political Geography. They will know how it impacts them individually and collectively both in the past and in the present.
Notes: / Essential Question(s)/ Daily Strategic Objective(Manageable, Measurable, Made First, Most Important)
I.3 What is Utah’s Political Geography?
a. What are Utah’s counties and?
b. What are the primary regions outside of Utah that have impacted it’s development?
I.4 What is Utah’s Physical Geography?
Unit Summative Assessment:
Sept 7th Two matching exams of 10-15 questions one on Political & one on Physical Geography
Formative Assessments &/or Daily Obj. E/Q Assessment:
Daily Formative Pre test and Post test onPhysical Geography
(identify above the assessment you will use to check for understanding, this should be done after deciding upon your EU & EQ & before choosing your Learning Activities) / DO NOW:
Before class begins make sure you have 1) Your name tag 2) your binder, 3) your colored pencils & 4) A blank piece of paper on your desk
Anticipatory Set, Warm up, Appetizer or Hook:
Video Clip How the States Got their shape while watching students should identify three things/places they would like to visit.
Teach Like a Champion Techniques
1. Setting High Academic Expectations
a. No Opt Out b. Right is Right
c. Stretch It d. Format Matters
e. Without Apology
2. Planning that Ensures Academic Achievement
a. Begin with the end b. 4 MS
c. Post It d. Shortest Path
e. Double Plan f. Draw the Map
3. Structuring & Delivering Your Lesson
a. The Hook b. Name the Steps
c. Board= Paper d. Circulate
e. Break it Down f. Ratio
g. Check for Understanding h. At Bats
i. Exit Card j. Take a Stand
4. Engaging Students in Your Lessons
a. Cold Call b. Call & Response
c. Pepper d. Wait Time
e. Everybody Writes f. Vegas
5. Creating a Strong Classroom Culture
a. Entry Routine b. Do Now
c. Tight Transitions d. Binder Control
e. SLANT f. On Your Mark
g. Seat Signals h. Props
6. Setting & Maintaining High Behavioral Expec
a. 100 Percent b. What to Do
c. Strong Voice d. Do It Again
e. Sweat the Details f. Threshold
g. No Warnings
7. Building Character & Trust
a. Positive Framing b. Precise Praise
c. Warm/Strict d. The J-Factor
e. Emotional Consistencyf. Explain Everything
g. Normalize Error
8.Improving Your Pacing: Additional Techniqus For Creating Positive Rhythm in Classroom
a. Change the Pace b. Brighten Lines
c. All Hands d. Every Minute Matters
e. Look Forward f. Work the Clock
9. Challenging Students To Think Critically
a. One @ a tine b. Simple to Complex
c. Verbatim (No Bait & Switch)
d. Clear & Concise e. Stock Questions
f. Hit Rate / Marzano (& other) Strategies That Work
1) Identify similarities & differences 2) Summarize and take notes
3) Utilize Geography and build mapping skills (see 5 themes)* 4) Homework & practice
5) Nonlinguistic representations 6) Cooperative learning
7) Set objectives and provide feedback that reinforces effort 8) Simulations
9) Use both primary & secondary resources 10) Reading Strategies & Literature
What teacher is doing:
Push for higher thinking/ participation RATIO / What students are doing:
1. Do Now on board/ Ness in hall Kara in classroom giving promts
2) Guide (Kara will have film prompt ready)
3) Demonstrate pg 2-7. Show pictures and ensure students understand assignment.
4) Hand out mapping packets. Use ELMO to show students how to complete correctly. Focus on:
- Neatness
- Correctness
- Penmanship / 1) Complete DO NOW (See above)
2) Anticipatory Set (Three notes on scratch paper- See above)
3) Read p 2-7 Answer questions 1-4
4) Complete mapping assignment
5)
Blooms Taxonomy
Level I (Blooms) / Level II (Blooms)
Knowledge
Comprehension
Application / Evaluation
Synthesis
Analysis
Differentiated Learning
IEP & ESL / Gifted & Talented
Peer help/ move seat
Simplified materials
Highlight/ Give praise
Change/adapt/ add time Manipulatives/ Vocab
Podcasts/ Read alouds
Graphic organizers
Maps/ Graphics/
Modified testing
Appropriate/ Motivating / Extension activities
Independent Study
Invisible Instructor
Literature Circle
Targeted Instruction
Stretch It
Alter instruction
Alter Strategies
Alter product
Appropriate/ Motivating
/ Materials & Necessary Resources
1) Film Clip (Kara) 2) Working ELMO (Cindy) 3) Student Resources: a. Packets b. colored pencil, c. blank paper d. textbooks
Exit Card:
1) Completed maps and questions 2) Peer Review to Exit
Follow up/ Homework:
1) Study for exam
Remediation & Enrichment
1) Stamp unfinished planners for Sept 8th
1
Additional Notes/ Grade level adaptations
______
1