USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 12/4/17

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?) Closets of the World Stand Up Sit Down 3 min
National Geographic Standard 11: The patterns and networks of economic Review Concept Map 10 Min
interdependence on Earth's surface, process, patterns, and functions of human Closet Calculator 35 minutes
settlement. Trade Worksheet those who have finished closet
D2. Geo.11.9-12: Evaluate how economic globalization and the expanding use of calculator
scarce resources contribute to conflict and cooperation within and among countries Closing 3-2-1 5 min

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will continue to evaluate the pros(benefits) and cons(disadvantages) of globalization by listing the
effects of globalization on culture, people, health, and the environment.
Students will use information from their homework assignment to complete the Global Closet Calculator
interactive activity from National Geography.
Students will identify and explain the badges they received in making a jean company to review the role
companies can play in globalization.
Key vocabulary and phrases:
Globalization, interdependence, Fair Trade, Local Selling, Eco-Friendly

Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Students created a concept map with key terms and analyzed videos/photos of globalization.
Students have read and annotated pro/cons articles on globalization and used their articles as evidence in a class wide debate.
Students have watched clips from The True Cost Documentary and filled out a note taking guide and reflection on the fashion industries effect on people,
environment, and health conditions.

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 Paper out and completed
enter the classroom?)

1 min Get out homework assignment Closet Analysis Where do your

clothes come from?
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Stand up Sit Down
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?)
2 min
The True Cost movie clips covered 3 specific places, what were
they? (Response) Stand up if any of your clothes came from China?
(Sit) Bangladesh? (Sit) And India?
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Walking around, requesting White Board
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) groups with quality answers to Concept Maps
write on board. Students write
15 min Review Concept Map (created previously) Students works in on own map and write
partners/groups and add effects of globalization on culture, people, responses on the board.
environment, health. Then each group is asked to contribute at least
one effect on the board.
 Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Attentive Eyes Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing Doc. Camera
process.)
5 min

Model Global Closet Calculator and Preview Worksheet

Independent Practice: (individual practice, discussion, writing process.) Completion of WS WS

Answer Inquiry questions Questions
30
Global Closet Calculator Activity about jean making
min
https://www.nationalgeographic.org/media/globalcloset/
Students will complete accompanying worksheet
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)

Students will list effects of globalization on board and their own

min papers
Checking for completion of global closet calculator WS
Students will be called on and answer inquiry questions in regard to
their closet calculator assignment
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Students silently writing Instruction
and connect the lesson to the unit?)
On the back of your closet calculator activity please follow these Projected
5 min instructions: 3-2-1: Write 3 things you learned today. Write 2
questions you have. Reflecting on today-sum up your
thoughts/emotions in 1 word.

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 WITH OTHER LEARNING NEEDS

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

Accelerated 12 Students who have finished the closet calculator activity will be given
time to work on a trade worksheet.
Struggling Readers 3 Materials for this class are within the ZPD of these students.