USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 11/28/17

Cooperating Teacher: Laura Lowery School: Bonita Vista High Grade: 9
Subject: Human Geography Lesson/Unit Title: Geography of 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?) Introduce Unit
D2. Geo.11.9-12: Evaluate how economic globalization contribute to Hook Coca-Cola Videos
conflict and cooperation within and among countries Photo Analysis
ELD 5: Listening actively to spoken English in a range of social and academic Closing: What do we know about Globalization so far?
contexts SL.910.1, 3, 6; L.910.1, 3, 6
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will analyze videos and photos and communicate the differences orally to one another, to develop understanding of how
globalization impacts companies and countries.
Students will develop and write a working definition of globalization which will be continuously constructed and evaluated
throughout the unit.

Key vocabulary and phrases:

Globalization, Homogenization, Americanization, Placelessness, Polarization, Neolocalism, Popular Culture, Folk(Local) Culture, Glocalization

Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Student completed and presented in small groups, the final assessment for our identity unit, a cultural narrative project, in which they wrote how religion, language,
gender, and ethnicity affect their identity and how their identity is dependent on place.
Today is the first day of our Globalization Unit.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

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

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Following along on calendar, Calendar for every
enter the classroom?) asking students when student
10 min assignments are due, and big Doc. Camera
Read Calendar for Unit
events are happening
Teacher will introduce Unit
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that 3 groups of students assigned Commercials on
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) to look for differences between YouTube
videos using lens of last unit
Hook Coca-Cola Commercials Aired in Different Countries (Ethnicity, Language, Gender)
Students watch 3 different coke-cola videos each about 3 randomly selected to answer
10 min times to identify aspects of ethnicity, language, and gender. questions
Students will then discuss the differences between the
videos and why those differences exist in a partner share
Inquiry Questions How is Coca-Cola affected by
globalization? How are the countries affected by Coca-
Colas commercial?
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Students volunteering to Photos and key
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing answer questions terms pulled from
process.)
10 online textbook
min Photo Analysis Teacher flashes picture on screen, class discusses PowerPoint
what they see and how it might help us to define what globalization
is and what the different key terms are.
 Independent Practice: (individual practice, discussion, writing process.) Completion of Concept Map Blank Sheets of
10 Paper
min Students are guided through key terms for the concept map and then White Board
add details independently based on the photo analysis.

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Completed Concept Maps
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)

5 min Pair & Share concept map details

Share with class one detail you both had
One detail you will add to your map after discussing
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)
Students will verbally answer inquiry questions based on
the videos and articles I will check for thoughtful and
evidence supported answers
I will evaluate the peer talk about videos and concept map
by asking random students questions after their
conversations
I will collect the concept maps to check for completion, and
then evaluate the definitions written to best evaluate what
students understood.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Turn in definition/concept map Write question
and connect the lesson to the unit?) under doc. camera
5 min
Back of Concept Map Answer the question: If you had to write a
definition for Globalization based on class today, what would it be?

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. The key terms were
added to the power point for accurate spelling, and time is set
for peer talk so students can clarify misunderstandings.
STUDENTS WITH OTHER LEARNING NEEDS

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

Accelerated 12 Students were given the opportunity to volunteer answers, but then
students were also chosen randomly to allow accelerate students the
opportunity to hear from others. Most accelerated students are seated
near a peer needing extra support.
Struggling Readers 3 Key Terms were written on the PowerPoint, along with the
questions.