Date: 28-30 October 2013 Teacher: Darryl Plummer Course Name: Geography Unit: Europe Lesson: Key Vocabulary

Total Estimated Time: Two 51 minute class periods and one 35 minute class period

Overview: Nearly all languages in Europe descend from Indo European and there are 3 primary language groups in Europe. Romance languages descend from Latin and are found in areas the Roman Empire once ruled. Germanic languages exist in northern Europe, and Slavic languages in Eastern Europe. The European Union is a political organization that helps unify Europe in a primarily economic way. They use the Euro as a common currency. This lesson continues to build basic knowledge on Europe to be applied later in the unit. I am including information on languages because they help define cultural regions beyond political borders and will help demonstrate how different the Basque Country really is later (they do not speak a language related to any other). The key vocab will also serve as an introduction to the European Union. Standards: Geography: 1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. 2. Explain and interpret geographic variables that influence the interactions of people, places, and environments. 3. The Interconnected nature of the world, its people and places

21st Century Skills: 1. 21st Century Themes a. Global Awareness 2. Life and Career Skils a. Initiative and Self Direction b. Productivity and accountability

Daily Objectives: Students will be able to (SWBAT) Identify the common currency of Europe Define what the European Union aims to achieve Place language groups in their correct location geographically Define key vocabulary

Preparation: Lesson plan for easy reference Printouts ready

Materials: PP slides Vocab handouts Answer key for vocab quiz

Pre-Assessment: The Pre-Test for unit contained questions on language groups and the European Union. Anticipatory Set: Again, the vocab section has always followed the map quiz in every unit and students were expecting it. At this point they were already deciding who the Word Warrior would be. This indicated to me that little prep was needed.

Connection to previous learning or life: The first slide contains stereotypical drawings or characters of different nationalities. I asked students to name them and what language they speak. I used this to spring into the concept of language groupings. (I do this on day 2)

Agenda for the Board: Will be written on the board: Schedule on back white board Slides on Front Board

Instruction/Activity

Day 1 1. Although not directly part of this lesson, I will use this day to get papers back to students. 2. Students largely did not answer the question on the Pre-Test that asked them to name 4 things about Europe they already knew. I will use some of this time to go over things they know but may not have thought of. 3. I will also use this time to review the 5 themes of geography and how they apply to Europe so far. The Unit on the 5 themes of geography is sufficiently far enough in the past that I think students are beginning to lose sight of what we are doing. 4. Any additional time will be used for students to work on their vocab handout individually or with others near them. Day 2 1. Explain what a language group is and how different languages in fact fall under larger groups. 2. Identify Indo European as the first known language of Europe and explain where it came from and theories on why it spread. 3. Briefly go over the European Union and the Euro. 4. Give students the second half of the class period to work on defining terms not defined in the lecture. These terms generally do not need a thorough explanation as the book explains them in enough depth to be useful to students. Day 3 (Late Start Day) 1. Administer vocab quiz

Closure: 1. Quiz students on vocab words. Specifically what they mean and what they apply to. Post Assessment: Students write the correct vocab word as I read the definitions. I read the definitions of the words twice as I go through the list (which is in a different order than their study sheet). I then go through the whole list once more at the end. Finally, the class is allowed 3 repeats. Usually, the class will allow the Word Warrior first chance at repeats because if he/she gets 100% on the quiz, the entire class gets 1 extra point. Students write the correct vocab word as I read the definitions.

Potential Modifications:

1. Definitions could be written on the board and students could write the word on their paper. This would assist with more visual learners. I would have done this, but I did not want to change the routine that students are used to with vocab quizzes.