Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Wykeshia Dent

Position Teacher

School/District Harper-Archer Middle School/Atlanta Public Schools

E-mail Wdent4@students.kennesaw.edu

Phone (706) 284-9382

Grade Level(s) 8

Content Area Social Studies

Time line 5 Days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Social Studies:
Content Standards Describe Georgia’s geography and climate.
- Distinguish among the five geographic regions of Georgia in terms of
location, climate, agriculture, and economic contribution.
Locate-key physical features
Locate key physicaloffeatures
Georgia and explain
of Georgia their their
and explain importance;
importance;
include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee
Reading: and Savannah Rivers, and barrier islands.
Cite specific textual evidence to support analysis of primary and secondary sources.
- Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge
or
- opinions.
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
- Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts.
Writing:

- Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes.
- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

- Draw evidence from informational texts to support analysis reflection, and

research.

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Performance-Based
Objectives As a result of their engagement with this unit, students will know and be able to…
- Analyze the 5 geographic regions of Georgia IOT explain how the location
and climate of the region impacts its agriculture, and economic contribution.
-- Locate the physical features of Georgia on a map IOT explain their
importance on the development of Georgia.

NETS*S Standards

Students:
- use technology tools to enhance learning, increase productivity, and
promote creativity.
- use technology to locate, evaluate, and collect information from a variety of
sources.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

FOCUS LESSON
Basic Geography Skills Review
The teacher will begin the lesson by polling students’ understanding of the difference between physical and human
geography. Explain that North America is a continent on which we live but the land has been inhabited by different
groups of people over time.
Map Skills Activity
In pairs, students will analyze multiple maps, locate Georgia, and determine Georgia’s relative location using the
graphic organizer provided. Prior to beginning the activity, the teacher should model how to complete the graphic
organizer and maps by locating a different country.
GUIDED LESSON
Summarizing Informational Text
The teacher will distribute copies of the Importance of Water article to the students. They will read the paragraphs
silently and name the important ideas to be written on on the board or display using a document camera.
The class will work together to condense the information into 20 words or less.
Analyzing Maps
The teacher will display the map of the Chattahoochee River. The teacher will ask students to analyze the map
and determine which states Georgia may need to negotiate with regards to rights over the waterways. Allow the
students to identify the neighboring states and identify geographical reasons on why the Tri-state water war exists.
COLLABORATIVE PRACTICE
Class Debate
Students will be informed that they have been selected to draft arguments for an upcoming Town hall meeting
regarding Georgia’s Tri State Water War. They will be allowed to choose which state they are debating for. In small
groups of 4, students should research the issues using the articles below, and develop persuasive arguments to
support their position. Next, students will organize ideas using the Problem/Solution Graphic Organizer. Students
will then use the information from their graphic organizer, and create an infographic detailing their stance. After all
infographics have been completed, groups will present their positions.
http://www.atlantaregional.com/environment/tri-state-water-wars

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 Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

 What are the distinguishing characteristics of the 5 geographic regions of Georgia?

 How can we describe the relative location of the geographic regions within the boundaries of the state?
 How have physical features impacted Georgia’s development?
 Which region of Georgia has a climate most suitable for agriculture? Explain.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Prior to transitioning into the formative assessment activity, students will be asked to explain the impact and role of
water in Georgia’s growth and economic development both past and present.

Formative Assessment through Gaming

Utilizing technology, the students will complete the Quizlet Activity.
ASSESSMENT QUESTIONS
1. Which hemisphere is Georgia in?
a. Atlantic and Western Hemispheres
b. Antarctic and Northern Hemispheres
c. Southern and Eastern Hemispheres
d. Northern and Western Hemispheres *
2. Which continent is Georgia located on?
a. North America*
b. Europe
c. Asia
d. South America
3. Which option below is an example of an absolute location?
a. Northeast
b. 33º29’N *
c. Atlanta, Georgia
d. 14th Street
4. In which region of the United States is Georgia located?
a. Northeast
b. Midwest
c. Southeast*
d. West
Constructed Response: What role does water play in Georgia’s economic development?

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 Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

 The Georgia Studies textbook is available online. Georgia Studies Online Textbook
 Geography - Geographic Regions of Georgia - GeorgiaInfo. Digital Library of Georgia, 2017. Web. Mar. 2017.
http://georgiainfo.galileo.usg.edu/topics/geography/article/geographic-regions-of-georgia This article describes
the five regions of Georgia.
 "Georgia Geography from NETSTATE." Georgia Geography from NETSTATE. NetState, 25 Feb. 2016. Web.
Mar. 2017. http://www.netstate.com/states/geography/ga_geography.htm
Grade 8 Teacher Notes. (2017, May 17). Retrieved from Georgia Department of Education:
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-Eight-Teacher-Notes.pdf

Grigsby, E. (2011). Georgia: Its Heritage and Its Promise. Atlanta: Clairmont Press.

http://www.clairmontpress.com/GA11.html

https://www.southernenvironment.org/cases-and-projects/tri-state-water-wars-al-ga-
flhttps://www.southernenvironment.org/cases-and-projects/tri-state-water-wars-al-ga-fl
http://www.readingquest.org/pdf/prob.pdf

Georgia Maps:
http://www.mapsofworld.com/north-america/http://www.mapsofworld.com/north-america/
http://geology.com/world/the-united-states-of-america-satellite-image.shtml

Audio-Visual Resources:
http://www.gpb.org/georgiastories/story/geology_of_georgia http://www.gpb.org/georgiastories/story/geology_of_g
eorgia
http://www.gpb.org/georgiastories/story/geology_of_georgia http://www.gpb.org/georgiastories/story/geology_of_g
eorgiahttp://geology.com/world/the-united-states-of-america-satellite-image.shtml
http://www.mapsofworld.com/world-map-image.html

Articles:
Tri-State Water War Article https://www.southernenvironment.org/cases-and-
projects/tri-state-water-wars-al-ga-fl

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 Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

 An Anticipation Guide will be utilized to assess students’ prior knowledge.

 Technology will be secured for the infographic posters and Independent Practice.
 Human Environmental Interaction: The student will understand that humans, their society, and the
environment affect each other.
 Location: The student will understand that location affects a society’s economy, culture, and development.
 Movement/Migration: The student will understand that the movement or migration of people and ideas affects
all societies involved.
Several students in the class need additional visuals presented to grasp concepts presented. Students were provided
cardinal and ordinal map puzzles and reviews using maps and globes displayed in the classroom. Do Now (Warm-Up)
activity ensures student understandings of previously presented materials. The Gradual Release Model will be
considered in planning instruction and student-centered experiences.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will initially listen to whole group lesson, then complete supporting materials collaboratively in small groups.
They will submit responses via Google Classroom. Sometimes students are unable to sign-on using their district-
issued login and password. Possibly oversight is likely the problem. Instructors assist with student login by
completing the process for the student. At times, connectivity issues arise. Students are asked to search available
open Wi-Fi networks to join. If technology issues arise that cannot be resolved in a timely manner, students will
complete map skills activities in their workbooks aligned to the academic standards.

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 Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Students will use laptops to respond to lessons online and create infographics. They will collaborate in small peer
groups. Instructors will circle the room during work sessions to facilitate learning.

Strategies will include:

1. Setting Objectives (ensuring students’ familiarity with learning objectives)

2. Reinforcing Effort/Providing Recognition (immediately recognizing students for working towards task completion)
3. Cooperative Learning (allowing group members to collaborate; then share ideas)
4. Cues, Questions & Advance Organizers (graphic organizers; periodic checks for understanding)
Higher order thinking will be displayed through interaction of students while analyzing information to be included in
graphic organizers. Learning will be student-centered as they persuade peers regarding Water Wars.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

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WIDA English Language Development Standards
ESOL instruction is guided by the WIDA English Language Development Standards and grade-level content area
GSE/GPS. English Learners (ELs) must develop proficiency in the language domains of listening, speaking, reading and
writing while simultaneously acquiring academic content knowledge and skills.
Differentiated Learning Tasks
Learning tasks should be aligned to content standards, but instructional supports should vary according to the student’s
language proficiency level. The WIDA Can Do Descriptors, Key Uses Edition can be used as a starting point to indicate the
linguistic performance abilities of ELs at each proficiency level in the areas of speaking, listening, reading, and writing, for
the purposes of recounting, explaining, arguing and discussing. For example, a 3 rd grade student with an English
proficiency level of 2-Emerging can be expected to process arguments by distinguishing opinions from facts from peer’s
oral presentations and/or categorizing content-based pictures or objects from oral descriptions (e.g., “animals that form
groups to help members survive”).
Additional information, resources, and strategies to differentiate learning tasks for ELs can be found in the “Strategies”
category of the APS ESOL Support Site at tinyurl.com/apsesol.

Strategies to Increase Comprehensibility

In general, ELs benefit from extensive opportunities to build background knowledge, increased focus on the academic
language of the discipline, and multiple presentations of content in multiple formats (i.e., repetition, recasting, chunking of
information, and step by step modeling). Additional information, resources, and research-based strategies can be found on
the APS ESOL Support Site at tinyurl.com/apsesol.
With instructional supports, English Learners will be able to produce…
Advanced ELs (Levels 5-6)
 Multiple, complex sentences
 Organized, cohesive, and coherent expression of ideas
Recommended Strategies
 Explicit support during pre-writing and drafting to support inclusion of adequate detail and development of ideas
Intermediate ELs (Levels 3-4)
 Short and some expanded sentences with increasing complexity
 Organized expression of ideas with emerging cohesion
Recommended Strategies
 Visual supports (word and phrase banks, tables, graphs, illustrations, maps, etc.)
 Graphic organizers
 Sentences starters and paragraph frames
 Explicit teaching of general and content-related terms (war, conflict, outcome, perspective, etc.)
Beginning ELs (Levels 1-2)
 Single words, phrases or short sentences
 Emerging expression of ideas
Recommended Strategies
 Visual support (word banks with images, tables, graphs, illustrations, maps, etc.)
 Graphic organizers pre-populated with key information
Assessment
Daily and weekly assessments of ELs’ progress should be differentiated to their specific proficiency level, in the same
manner that learning tasks are differentiated. The use of instructional accommodations and modifications does not indicate
that a student cannot receive the highest grade in the content area. In general, all teachers of ELs should:
 Create and use assignments/assessments that allow students to demonstrate content knowledge, skills, and abilities
without language mastery.
 Focus on correct answers rather than errors and omissions.
 Weight graded components according to students’ linguistic strengths and capabilities.
 Make the assignment/assessment process comprehensible by explaining the directions orally and in writing, providing
step-by-step instructions, and ensuring visual supports whenever possible (e.g., realia, icons, manipulatives, modeling
and exemplars).
Additional information, resources, and strategies to assess and grade ELs’ performance and progress can be found in the
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 Consult with the Special Education Teachers on IEP modifications.
 Hands-on, multimodal activities
 Audiovisual support
 Think alouds
 Graphic vocabulary cues
 Brainstorming / graphic organizers
 Music / movement
 Alternative methods of representation
 Simplified word directions
High-Achieving Students
 Examining unanswered questions
 Developing theories or principles
 Creating connections or establishing interrelationships
 Determining political or ethical effects
Integrate
 Use cross-disciplinary content and integrate standards from two or more disciplines
 Curriculum Compacting (a procedure used to streamline the regular curriculum for students who can
master it at a faster pace)
 Focus on solving complex, open-ended problems
 Evaluate situations by analyzing possible consequences and implications
 Allow students to think about discrepancies in what is known
 Instructional Approaches (such as Socratic Seminar; see Core Six and Strategic Teacher)
 Use analogies to introduce new concepts; Ask students to come up with their own
Account for Characteristics of the Gifted Learner
 Create interdisciplinary product demands to evaluate learning for gifted students and to efficiently

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

Students will reflect on their work following presentations. They will receive feedback from teacher and peers
regarding presentations of infographics. Parking lot (sticky notes) will be posted as student exit tickets to
determine effectiveness of activities and additional student input for future lessons.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
This lesson provides information that addresses Georgia Standards in Social Studies and Language Arts.
Instructors interested in implementing this lesson should follow links provided to access academic resources. It is
designed to engage all learners for achieving mastery of student learning objectives.

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