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Instructional Strategies

Instructional Strategies SED 541 Secondary Theory, Methods and Data-Driven Pedagogy Jeanette E. Martinez Grand Canyon University June 22, 2011

Instructional Strategies

Unit Plan

EEI Lesson Plan Template


Client Organization: xxx-xxxx Main Contact: Jeanette Martinez _________________________________________________ Email Address: jmartinez33@gcu.edu June 22, 2011 Telephone: Fax: Date: 830-

VITAL INFORMATION
Author *Subject(s) Topic or Unit of Study *Grade/Level *Summary McDougal Littell World Geography Chapter 13 Europe Diversity, Conflict freshman level Provide students with precise, simplified facts after reading text, so students view other ways of reading new information.

STANDARDS AND DIFFERENTIATED INSTRUCTION:


(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate maps and other graphics such as sketch maps, diagrams, tables, and graphs to present geographic information including geographic features, geographic distributions, and geographic relationships ;sketch maps, diagrams, tables, and graphs to present geographic information including geographic features, geographic distributions, and geographic relationships; Providing the chapter highlights on a PowerPoint Presentation, gives Differentiated ELL Students and students with Special Needs a simple way of reading Instruction the subject material. Copies of the presentation can be provided to the students OF INSTRUCTION) - LESSON PLAN EEI (ESSENTIAL ELEMENTSaccording to the students needs. *Standards

ELEMENTS REQUIRED:
Objective

Teach students how every country has their share of conflict and civil wars. Chapter 13 covers four sections of Europe: Mediterranean Empire, Western Europe, Northern and Eastern Europe.

Instructional Strategies

Anticipatory Set

Teach Lesson / Model

Guided Practice

Students will open their explorers journal and class discussion begins with sharing thoughts how every environment is divided and each want to be either gain control, visibility or just want to be acknowledged. Questions: How do you see the division of your town? How is your town divided? Are there any groups/gangs in your neighborhood?taught do the following order: conflicts? Lesson will be Why in you think there are Higher level questioning having the students discuss and answer questions from the Anticipatory Set, then writing their thoughts on their journal. Direct instruction show the PowerPoint Presentation. Cooperation Learning students will form in groups, while completing term words and working on a cloze passage taken from the text. Discovery Learning making a compare/contrast model on how the conflicts of Europe are different and similar to the conflicts in our neighborhood students will participate in the lessons provided by the teacher, Students are expected to listen and participate in the activities given by the teacher according to the classroom promises they made in the beginning of the year. Students are responsible for maintaining their journal entries. Completing terms, definitions and sentences from the chapter material Notes of Chapter 13, sections 1, 2, 3, 4 Vocabulary quizzes at the end of the week, Map of Europe quiz so students will be familiar with the states of the region of the four sections of Europe

Independent Practice

Closure

Final discussion to make sure students understand how Europe has their share of conflicts and what happens to the land when conflicts are not resolved End of the chapter test that will include vocabulary, concepts and material discussed on Chapter 13

Evaluation *Assessment/Rubri cs

MATERIALS AND RESOURCES


Instructional Materials (handouts, etc.) Resources copies of PowerPoint Presentation copies of Map of Europe Cloze passage handout Jigsaw activity handout Text book World Geography McDougal Litell

Instructional Strategies

Reflection Teaching any content subject is a challenge every teacher faces, the age group and their development varies greatly especially in the secondary level. Seeing a student from year to year one would think a growth is only physical, but that is not true. Freshman students are still childlike in their behavior, but physically they may seem grown up. Teachers who teach freshman students need to fully understand what an important role they have in shaping the minds of these young adolescents. Effective teachers will carefully plan their lessons to include appropriate and functional instructional strategies. The above lesson was actually prepared and implemented to freshman students in their World Geography class. The activities selected fell into the following strategies: Direct instruction after presenting and discussing the PowerPoint to the class, students are responsible for taking notes and a quiz will be given, the students will master learning the information following the cloze passage activity, journal writing and note taking will support the students retaining the information learned. Cooperative learning having the students share and practice what they have learned as in the defining of terms and map definition will provide added support and reassurance the learning taken place. Discovery learning- providing the students with ways in which lets them find the answers to their questions, either through the textbook, or researching the Internet will strengthen the learning of the content material

Instructional Strategies

Jigsaw giving the students responsibilities in the learning and letting them know failure to complete the assignment will jeopardize the completion of the assignment for the entire class.

Higher level questioning Providing open ended questions that are relevant to the content material, opens the door to discussion. For example, freshman students view the world according to only how it proteins to them, so in order to teach them to think out the box, it is good and creative to start with information they know. The lesson above begins with the opening of discussion according to how they see their world, in this case, their neighborhood. The students know how their neighborhood operates, thus introducing new material and areas in the world that have their own conflicts, which now the students understand. Letting the students know ahead of time how assessment is important and how it will be

given, will let the students realize why assessments is given. Measurement of the lesson learned lets the students know how well they did and what areas they need to review. Assessment should not be viewed as a pass or fail attitude, rather assessments should be viewed as constructive criticism, which is a much more realistic approach on facing and conquering fears, challenges and goals everyone needs to have in order to reach goals. The best way an effective knows they have their job is when they see the smiles on their students faces after reaching a goal, they didnt think they could. Of course learning and achieving the goals, takes time, patience and practice, practice, practice, this is what teaching is all about.

Instructional Strategies

References

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