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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: