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USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date:11/29&30/17


Cooperating Teacher: Laura Lowery School: Bonita Vista High Grade: 9
Subject: Human Geography Lesson/Unit Title: Globalization

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?) Day 1
Cite specific textual evidence to support analysis of sources, attending to such Places Clothes Tag 3 min
features as the data and origin of the information (CCSS.ELA-LITERACY.RH.9- Model Annotations 10 min
10.1).
Compare and contrast treatments of the same topic from several sources and points
Close read/Annotation of articles: Identify main
of view (CCSS.ELA-LITERACY.RH.9-10.9). argument, evidence, and flaws 20 min
Come to a debate discussion prepared, having read and research materials under Complete Graphic Organizer 5 min
study, drawn on that preparation by referring to evidence from texts on the topic to Pair &Share with opposing article partner 5 min
stimulate a thoughtful, well-reasoned exchange of ideas (CCSS.ELA- Index Card Check for Understanding 5 min
LITERACY.SL.9-10.1A). Day 2
Debate Norm Setting 5 min
Debate 35 min
Debate Reflection 10 min
Whole Class Discussion: Predict conflict &
cooperation between countries 5 min

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will use a graphic organizer to identify in writing the pros/cons of globalization.
Students will identify and write the bias behind the article they read by researching the author.
Additionally, students will cite textual evidence verbally in a debate setting to support the position of which they have been
assigned.
Lastly, Students will formulate their own opinions based on the provided articles, the debate, and prior knowledge and experiences
through a short answer reflection.

Key vocabulary and phrases:


Globalization, homogeneous, polarization, glocalization, popular culture, local culture, exchange, benefits, harms, conflict, compromise

Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Relevant to this lesson is the greater unit Geography of Globalization. Students have previously discussed geographies of identity and culture and
now we will be looking beyond individuals and into the geographic interconnections of individuals on a global level. Students will have
constructed their own working definition of globalization based on a photo analysis. This definition will be refined throughout the unit.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/


Note: A variety of formative assessments Technology
should be used at key points throughout
the lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Attendance
enter the classroom?)
Sit down, ready to learn

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Checking for attention
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that students contribute names of
student need to complete before the lesson begins?)
5 min made in clothing
Introduce purpose to article debate activity
Relate to prior knowledge places clothing tags
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Students are asked guiding Article
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing questions
10 process.) Doc Camera
Observing if students are
min Modeling Annotation of Article following along with checklist
Checklist
Students follow along with checklist

Independent Practice: (individual practice, discussion, writing process.) Walking around classroom Article
check for annotations and later Graphic Organizer
25 Independent reading of articles and annotation graphic organizer content
min Independent filling out graphic organizer

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Check for students Article
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
5 min Pair and Share with peers who read a different article than you. creation of argumentation Graphic Organizer
Formulate pro/con list of evidence to support day 2 debate. list

Evaluate Understanding/Assessment: (How will I know if students have achieved


todays objective?)

During instructions, I will assess students learning through inquiry.


Asking students, how do I know what is evidence and what is
opinion? What key words might alert me to an opinion? Evidence?
Where might I look to find the authors main point?
During application, I will walk around reading students graphic
organizers and assessing their annotations to redirect students if
necessary. Once students have finished reading I will call on students
to share aspects of their article argument, evidence, flaws and have
the class gives thumbs up/down if the citation was correct.
Students will have mastered the skill by completing the graphic
organizer which asks them to demonstrate their understanding of
what evidence is and then require them to explain it. Additionally,
students will show mastery through be able to cite evidence and
explain actively in a debate. Students can use their organizers as
support, however debating is a quick-pace engagement activity
which will require citing as a reflex.

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Index Cards
and connect the lesson to the unit?)
5 min Index Card Check On back of Annotation Checklist: What have you
learned and What are you unsure about/still question?
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Attendance
enter the classroom?)
5 min Few minutes to study for Map Quiz Tomorrow
Get out articles and organizer for debate
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Poster
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
2 min student need to complete before the lesson begins?)
Student reads definition of globalization off poster on the back wall, because a few
students said they were unsure of what globalization even means.

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy


Assessing student White Board
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
conversations for discussion
process.)
5 min of norms
Debate Norm Setting: Talk with a partner about 3 norms for creating
Seek response from students
a safe and positive debate climate in class. Ask for norms from
students, write norms on board which will remain for debate
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Marking off students who Articles
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing contribute to debate with
process.) Graphic
evidence from articles and use
30 min Debate of Globalization based on different articles read Organizers
key terms supported by
Students opted to have 3 sides pro, con, and neutral and self-
reasoning
selected sides of the debate with the understanding that each side
needed about 10 students.
Independent Practice: (individual practice, discussion, writing process.) Reflection WS
10
min Debate Reflection

Evaluate Understanding/Assessment: (How will I know if students have achieved


todays objective?)

Asking students to contribute to debate norms will assess students


understanding of the expected climate of the debate. Thumbs
up/Thumbs down are these acceptable norms?
During the debate, I will be marking off whether students are using
min the key terms and evidence, and then explaining them within their
debate argumentation.
Students will show mastery through be able to cite evidence and
explain actively in a debate. Students can use their organizers as
support, however debating is a quick-pace engagement activity
which will require citing as a reflex.
Students will make predictions as to how globalization can lead to
conflict and cooperation between nations.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Checking for students White Board
and connect the lesson to the unit?) application and transfer of
5 min Classroom Group Predictions of conflicts and cooperation between ideas
nations due to globalization.

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all


learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT


IEP GOALS
ADD 1 504 asks for clear instructions and longer time allotments for
completion.
STUDENTS WITH SPECIFIC LANGUAGE NEEDS

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

LTEL 2 Students are advanced reclassified and need little support, but I
do check in once or twice during class. Students were given
articles with the appropriate reading level and were checked in
on during the lessons.
STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Accelerated 12 Students were given articles with a higher reading comprehension


level.
Struggling Readers 3 Students were given an article with a 8th-9th grade reading
comprehension level.