Date:8/25/14 / Lesson Plans
Edline was updated this week:
My class website was updated this week:
/ Length of Lesson:2 Weeks
Stage I – Desired Results
Lesson Topic (Standard/Anchor):Explaining rules and expectations of the Student Handbook.
Introduction to World Cultures and Geography / Big Ideas:Places and regions have physical and human characteristics, and one’s culture and experiences may influence perception of place. / Understanding Goals (Concepts):Basic Geographic Vocabulary
Latitude/longitude
Map Compass Directions
The pitfalls of xenophobia
5 themes of geography
5 elements of culture
Rules and expectations as outlined in handbook
Student Objectives (Competencies/Outcomes):
Students will be able to:define intro vocabulary
demonstrate recall and understanding of the five themes of geography and the five elements of culture and explain their importance
use latitude and longitude
use map compass directions
Explain why xenophobia must be avoided when studying World Cultures / Essential Questions:What tools are essential in studing world cultures?
What are the themes of geography
what are the elements of culture / Vocabulary:1.Geography
2.Latitude
3.Longitude
4.Exports
5.Imports
6.Interdependence
7.Topography
8.Vegetation
9.Elevation
10.Mountains
11.Hills
12.Plains
13.Plateaus
14.Culture
15.Nuclear Family
16.Extended Family
17.Monotheism
18.Polytheism
19.Democracy
20.Republic
21.Dictatorship
22.Technology
23.Diffusion
24.Ethnocentrism
25.Civilization
26.Archeologists
27. Urbanization
28.Imperialism
29.Westernization
30.Nationalism
Stage II – Assessment Evidence
Performance Task:Unit quiz / Other Evidence:Use of vocabulary terms in creative writing
5themes/ 5 elements project
map compass drawing
latitude and longitude map
Stage III – Learning Plan
Materials & Resources:ext
lcd projector
notebooks
poster paper
composition paper
handouts
CONTENT AREA READING: Crisis in San Pedro / Formative Assessment(s):
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
Instructional Procedures*: (includes mini-lessons)lecture, reading, vocabulary writing
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: / Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
8/25 / M / 8/26 / T / 8/27 / W / 8/28 / R / 8/29 / F
- labor day
* Student Handbook / •Warm Up
- * Student Handbook
- * Student Handbook
- Warm Up
- Current Event
Assignments /
- Read and describe rules in the student handbook.
- Short writing assignment.
- Short writing assignment.
- Short writing assignment.
- Short writing assignment.
- "Week in Rap" Video and/or CNN Student News
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding