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TEACHER:
Charles H. Milby High School
Shannon Kelly
Weekly Lesson Plan
SUBJECT(S):
World Geography
OBJECTIVES
MONDAY
Week#1
TUESDAY
WEDNESDAY
TEKS/STAAR:
TEKS/STAAR:
TEKS/STAAR:
WGS.13A Interpret
maps to explain the
division of land,
including manmade and natural
borders, into
separate political
units such as cities,
states, or countries.
WGS.21B Locate
places of
contemporary
geopolitical
significance on a
map.
WGS.21C Create and
interpret different
types of maps to
answer geographic
questions, infer
relationships, and
analyze change.
WGS.21C Create
and interpret
different types of
maps to answer
geographic
questions, infer
relationships, and
analyze change.
Student Learning
Outcomes:
Students will be
able to explain how
borders change and
give examples of
recent border
changes, ie, Sudan,
Israel, Poland,
South Korea,
Panama
ⓇWGS.9A Identify
physical and/or human
factors such as climate,
vegetation, language,
trade networks,
political units, river
systems and religion
that constitute a region
ⓈWGS.9B Describe
different types of
regions, including
formal, functional, and
perceptual regions.
Student Learning
Outcomes:
Students will complete
BOY and continue
researching for their
projects
ⓇWGS.9A Identify
physical and/or
human factors such
as climate,
vegetation,
language, trade
networks, political
units, river systems
and religion that
constitute a region
ⓈWGS.9B Describe
different types of
regions, including
formal, functional,
and perceptual
regions.
Student Learning
Outcomes:
Students will complete
BOY and continue
researching for their
projects
THURSDAY
6-Weeks
Cycle:
1st 6 weeks
WEEK OF:
8SEPT14
FRIDAY
TEKS/STAAR:
TEKS/STAAR:
Student Learning
Outcomes:
Student Learning
Outcomes:
Instructional
objectives:
Explain how
borders are created
and manipulated
and how this can
affect a region.
Give examples so
students know
relevant and recent
areas of change
AIM VIA INQUIRY
ELPS:
ELPS C.4f Use visual
and contextual
support and
support from peers
and teachers to
read gradeappropriate
content area text,
enhance and
confirm
understanding, and
develop
vocabulary, grasp
of language
structures, and
background
knowledge needed
to comprehend
increasingly
challenging
language.
Anticipatory Set:
What is a border?
What creates
borders?
How can borders
change?
Instructional
objectives:
Instructional
objectives:
Pull aside students who
are struggling with
concepts after BOY and do
small group instruction
Pull aside students
who are struggling with
concepts after BOY
and do small group
instruction
Instructional
objectives:
Instructional
objectives:
ELPS:
ELPS:
ELPS:
ELPS:
ELPS C.4f Use visual
and contextual support
and support from peers
and teachers to read
grade-appropriate
content area text,
enhance and confirm
understanding, and
develop vocabulary,
grasp of language
structures, and
background knowledge
needed to comprehend
increasingly challenging
language.
ELPS C.4f Use visual
and contextual
support and
support from peers
and teachers to
read gradeappropriate content
area text, enhance
and confirm
understanding, and
develop vocabulary,
grasp of language
structures, and
background
knowledge needed
to comprehend
increasingly
challenging
language.
Anticipatory Set:
Anticipatory Set:
What information does
the map give us?
Why is this map
important?
What is a formal region
and why?
What is a functional
region and why?
What is a perceptual
region and why?
What information
does the map give
us?
Why is this map
important?
What is a formal
region and why?
What is a functional
region and why?
What is a
perceptual region
and why?
Anticipatory Set:
Anticipatory Set:
Sentence Stem: …
Sentence Stem: …
The map tells us…
The map is important
because…
A formal region is…
because…
A functional region is…
because…
A perceptual region is…
because…
The map tells us…
The map is
important
because…
A formal region is…
because…
A functional region
is… because…
A perceptual region
is… because…
Student
presentations
about family
culture
Student presentations
about family culture
Student
presentations about
family culture
Do Now
-Pose quick write
question about
borders
-Jigsaw different
border changes
from Jarrett book
-Share other
examples of border
changes
-Students research
political history and
impact on culture
of their region
-Short quiz
-Reflection
Do Now
BOY
Student Project Work Time
Small group re-teach
Reflection
Do Now
BOY
Student Project Work
Time
Small group re-teach
Reflection
Instruction:
Instruction:
Instruction:
1 small group with reading
maps
1 small group with types of
regions
1 small group with
reading maps
1 small group with
types of regions
Sentence Stem:
INPUT /PROCEDURES
AGENDA
Warm-up
/DO NOW
A border is…
Borders can be
created by…
Some things that
can change borders
are…
Jigsaw information
about changing
borders and guided
conversation
Modeling:
Guided
conversations
Modeling:
Modeling:
Answer questions and
review old work in small
group
Answer questions and
review old work in
small group
Sentence Stem:
Sentence Stem:
Instruction:
Instruction:
Modeling:
Modeling:
ASSESSMENT
PRACTICE
Guided Practice:
Students discuss
changing borders in
groups
Guided Practice:
Guided Practice:
Help students as they
research with any
questions they have.
Help students as they
research with any
questions they have.
Independent Practice:
Independent Practice:
Students continue
researching different maps
and human and physical
factors of their region
Students continue
researching different
maps and human and
physical factors of their
region
Checking for
Understanding:
Checking for
Understanding:
Checking for
Understanding:
Flags up for
understand, down
for confused or
need help
Flags up for
understand, down for
confused or need help
Flags up for
understand, down
for confused or
need help
Independent
Practice:
Research political
history and
changing areas of
nations
Formative:
Check in with
groups as they
work
Look at each students
work in small groups
Formative:
Check in with groups as
they work
Summative:
Reflection exit
ticket
Look at each
students work in
small groups
Formative:
Summative:
Check in with
groups as they work
Reflection exit ticket
Summative:
RETEACH
Reflection exit
ticket
Help students
interpret maps
during research
time
Small groups on
interpreting maps and on
types of regions
Small groups on
interpreting maps and
on types of regions
Guided Practice:
Guided Practice:
Independent Practice:
Independent Practice:
Checking for
Understanding:
Checking for
Understanding:
Formative:
Formative:
Summative::
Summative:
Project work time
Project work time
Reflective exit
ticket on goals,
behavior, and
meeting learning
objectives
Reflective exit ticket on
goals, behavior, and
meeting learning
objectives
Reflective exit ticket
on goals, behavior,
and meeting
learning objectives
Open Ended
Response:
Summary at end of exit
ticket
Open Ended
Response:
Summary at end of
exit ticket
CLOSURE/EXIT TICKET
ENRICHMENT/
EXTENTION
Project work time
Open Ended
Response:
Summary at end of
exit ticket
Open Ended
Response:
Open Ended
Response: