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“Who Am I?”
Kali Morris and Jessika Shaw
Four books utilized: Esperanza Rising by Pam Munoz Ryan, Burn My Heart by Beverley Naidoo, Before We Were Free by Julia Alvarez, Revolution Is Not a Dinner Party by Ying Chang Compestine, The Breadwinner by Deborah Ellis
Rational:
The thematic unit will help the students build on their background knowledge of what culture is and how in influences our everyday lives. This unit will make students more aware of the world around them and help the students understand that the differences of the world allow for multiculturalism and cultural diversity. By using graphs, maps, and literature as well as cross curriculum writing students will begin to understand similarities and differences in the world not only culturally by geographically and socially. Using a common theme of culture across the curriculum allows for students to become more well-rounded citizens of the world and become informed about the social, economic, geographic, cultural, and real world applications, bringing the world around them into the classroom and helping the students become world citizens will give them a greater understanding of where they live and who they are in the world.
Goals:
Throughout the unit, students will learn how to develop the four domains: reading, writing, listening and speaking. After this unit, students will be culturally competent world citizens. After this unit, students will be more geographically aware of world regions. Through this unit, students will be able to connect real life situations to solve word problems and graph geographic areas. During the unit, students will have a greater understanding of thinking maps to assist the development of schemata. Through this unit, students will be able to compare and contrast world regions to world cultures. After this unit, students will have a better understanding of how culture and literature connect and form culturally aware citizens. Throughout the unit, students will acquire a greater academic vocabulary across the content areas. After this unit, students will be able to use graphs and expository literature to identify specific areas around the globe. During this unit, students will use research to gather information gaining a better understanding of the process. After this unit, ESL students will excel with the help of their peers and learning strategies implemented by the instructor.
Teacher: Kali Morris Date: District: School:Subject area: Math Grade Level: 6th Unit Title Who Am I? Lesson Title:
Purpose and LessonStandard(s):TEKS:(b) Knowledge and skills.(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(A) Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
ELPS:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies.
(C) Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
LEARNING STRATEGIES: Word wall, Reciprocal process, flash cards, small groups, double bubble
KEY VOCABULARY: Culture, elevation, climate, line graph
Academic vocabulary: Culture, elevation, climate, line graph
Process/Function Words: Solve, map, write, identify, apply, compare
Essential Question(s) - HOTS: Identify what elevation means? How does elevation affect
climate? How is elevation determined? What type of elevation do you
want to live at? Why? Based on your own culture where
would it be more likely you would want to live?
vocabulary;
(4) Cross-curricular second language acquisition/reading.
(I) Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
(5) Cross-curricular second language acquisition/writing.
(F) Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
(3) Cross-curricular second language acquisition/speaking.
(E) Share information in cooperative learning interactions;
TEKS (1-2) and ELPS (2-4) Leading questions, questions that address
the heart of the discipline, questions that provoke interest and thought…
Content Objective(s): Assessment of Objectives:
Lesson Steps/Activities including Timeline & Grouping
Students will be able to identify and apply mathematics to everyday life by creating a class map of the world showing three elevations and solving word problems.Language Objective(s):Student will be able to…[listening, speaking, reading, writing focus]
The students will be able to read the directions of the assignment and research the locations they chose.
The students will be able to write down the information they found into thoughts.
How will you know if students have met the objectives (formal/informal)?
Informal The teacher will
walk around the classroom making sure the students are fully understanding the assignments
The teacher will ask the students to present their projects to the class
The teacher will have the students leave the class by having them tell one thing they learned about culture from their research
Formal
MOTIVATION (Building Background, xx min, grouping, language adaptation)
The students will be shown a word wall with the words we have gone over previously and words we will go over that day. The teacher will provide flash cards for the students. It will have the word on the front with a picture underneath illustrating the word. The students will break up into groups of four students. They will share the words and definitions with each other. This provides a time to get clarity on the words they might not understand. The class will come back together. At that time the students will be asked to call out what the word means and how we are using it in the unit we are studying. (7 minutes)
PRESENTATION: (Content/Language Objectives, Comprehensible Input, Strategies, Interactions, Graphic Organizer, Feedback/checking for understanding)
1. The teacher will post the objectives on the white board and read them to the class at the beginning before we start. The teacher will clear up any questions regarding the objectives before the class starts the lesson. (3 minutes)
2. The students will be going over and using the words: Elevation, climate, line graph, and culture throughout the lesson and in the beginning of the class.
3. The students will be shown a map of the world that the teacher will
The students will be able to listen to their group members and talk with each other and collaborate efficiently.
The students will write a one-page paper on the culture in the locations they chose.
The teacher will have the students do a line graph to show the elevation difference
The teacher will have the students create word problems based on their findings
The teacher will have the students graph on a large laminated map of the world their locations
pull up on a computer. The teacher will then give them each a world map that is laminated with a dry erase marker. They will be able to use this to write on later in the lesson. There will be a large class map laminated at the front of the classroom. (2 minutes)
4. The teacher will use the strategy of reciprocal teaching to do this lesson. The students will get into groups of four or five. They will pick three locations that they will research from a world map and determine the elevation of each. The students will then predict what kind of cultures they will find in the area before they research. The students will be given computers to research their three locations chosen in their small groups. After researching, the students will write in a one-page paper on what they found for culture of their locations. They will compare how they are similar and different from their own and each other. The students will complete a line graph to show the difference in elevation. They will come up with their own word problems based on these elevations and cultures they found. The last thing the students will do is make a double bubble map comparing two of their locations found.
5. I do: The teacher will show the students a map of the world. There will be three locations on the map already researched based on the cultures there and have the elevations done. The teacher will read what he/she found on those locations based on culture. The students will listen as the teacher models what is expected for this lesson. The teacher will read to the students the research found on the locations and why they were chosen based on the teachers culture. The teacher will explain how culture effects the area those people live in. The teacher will then show the students the locations chosen on the map and how the elevations change based on the geographical features.
The teacher will show the students the bar graph made based on those three locations. The teacher will then show the students two word problems they came up with as an example of what the students can do for their locations. The students will practice answering those two word problems as a class. (10 minutes)
6. We do: The students will choose a location for the class to do together. We will look up some facts about the area and determine the culture that resides there. Then the students will help the teacher find the location on the large laminated map of the world. The class will help the teacher find the elevation to graph it on the bar graph and decide the geography of the location. The students will then help the teacher answer some word problems already created to practice doing the word problems. Then the class will create a double bubble map to practice how it should look. (8 minutes)
PRACTICE AND APPLICATION: (Meaningful Activities, interaction, strategies, grouping, xx min, language adaptation, feedback)
1. You do: The students will break up into their small groups once they are assigned. The students will be given laptops and will begin to research the locations they want to know about around the world. They will collaborate with their group to decide on three locations and will find out what they can on the culture of these places. They will use exact coordinates to map it on their small map. The students will then look at the difference in elevation and the geographic features to come up with a few word problems to present to the class. The last thing the students will create a double bubble map comparing two locations they found and the similarities and
differences of them.
2. You do: The students will present these locations to the class and will map their elevations on the large classroom map. The students will present their word problems and what they found out about each location in relation to culture. They will show their double bubble map and inform the class on their findings.
3. If a teacher must pull a student aside the students will continue working on their assignment quietly and if they have a question raise their hand until the teacher is available to speak with them.
4. The class knows the rules that have been established in the first few days of class. The students will not get up in the middle of class and if they need to use the restroom or sharpen their pencil they will raise their hand. The students will respect each other when others are speaking and will not interrupt each other. The teacher will raise their hand and the students know that means quiet down because the teacher needs the attention of the class.
REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning, language adaptation)
1. The teacher will review the vocabulary at the beginning of class with flashcards. (7 minutes)
2. The students will be asked to share one fact on the culture of their location chosen before they can leave the class. This will be their ticket to leave. They will leave in a single file line and tell the teacher one fact as they leave. This will show what they have researched and
learned for the day. (6 minutes)
3. As the students work on their assignments the teacher will be walking around the classroom to make sure the students understand the assignment. This will clear up any confusion and make sure the students are staying on task.
4. The students will be orally presenting their projects for the class and will show the class the research they found as well as the problems they made. The students will all be putting their locations and elevations on the large classroom map. They will be asking the class to solve their word problem they came up with for the project.
5. The students will be writing a one-page paper on the culture of the locations they found. This paper will consist of the research they found on the locations.
Classroom management techniques: Summarize in a few sentences how the structure of your lesson, grouping activities, etc. were useful in incorporating classroom management techniques (hint: Harry Wong video)
Language/Instructional Proficiency Adaptations[beg., int., adv., adv.-high]
Special Needs Modifications
Materials & Resources: Technology:
Bullet items from lesson plan
The intermediate students will
N/A List all materials and resources needed for the lesson…including text connection(s)
Map of the world (on the
List all technology used in the lesson…
Computers Overhead projector
be expected to find the websites and read by themselves, but the beginner students will be given a list of locations they can research and websites to help guide them to the research.
The beginner student can draw pictures of the research to tell the story instead of writing the paper.
The beginner students will be paired in a group with fluent students in
computer) Laminated map of the world
(small and large) Word wall Flash cards Dry erase markers Access to computers and
internet Graph paper Double Bubble
Internet
their native language and English to help them during the project.
ReflectionBriefly describes your thoughts about constructing the lessons in this thematic unit. Include commentary about the level of collaboration with your partner.
Artifacts
Maps:
On computer, small laminated, large laminated
Double Bubble
Locations Teacher Researched
1. Stockholm, Sweden
Located at: 59.3300° N, 18.0700° E
Culture: The architecture is rich and vibrant since the city is crawling with artists. The people that reside there are mostly
indigenous Swedes, ethnic Finns, and ethnic Sami. The religions range from Lutheran (official Church of Sweden) (75%),
other Protestant groups (5%), Muslim (5%), Roman Catholic, Pentecostal, Orthodox, Baptist, Jewish, Buddhist. The literacy
rate is at 99% in Sweden. The people living there consist of many different religions and ethnicities. They are all mostly from
neighboring countries.
Geography: The terrain is mostly flat with the highest point being the Kjolen Mountains that are around 1,500 meters (6,926
ft.). There are many rivers around the capitol Stockholm.
Culture based on my own: I picked this spot because I am a Scandinavian. This includes Sweden, Finland, and Norway. I have
always been fascinated by the people of Sweden and have wanted to visit to see part of my heritage.
http://www.state.gov/r/pa/ei/bgn/2880.htm
2. Dublin, Ireland
Located: 53.3428° N, 6.2661° W
Culture: Mostly Irish people live in Dublin. They have traditional customs in their language, music, and stories. There is a
cultural difference between the urban and rural Irish people. Half of them are catholic, while the other half are protestant.
Geography: Dublin is at the end of the River Liffey and encompasses a small land area. It is bordered by a low mountain range
to the south and surrounded by flat farmland to the north and west. There are several rivers that run through and around
Dublin. The tallest point is at the closest mountain range at 1475 feet.
Culture based on my own: I chose Ireland because I have a little bit of Irish in my blood. I have a fiery temper and I know I get
that from the Irish part of me so I chose to explore the culture in more detail.
http://www.state.gov/p/eur/ci/ei/
3. London, England
Located: 51.5171° N, 0.1062° W
Culture: There are many different cultures residing in London. Most of London contains British white people. There are
some Asians and Indians that live in the area. Most of the black and Asian children are outnumbering the whites during this
time. London has traditionally always been catholic and that has not changed over the years.
Geography: Modern London stands on the Thames River, which is a main attraction. London has gentle rolling hills.
London is vulnerable to flooding due to the rivers surrounding the hills and valleys. The highest point in London is 804 ft.
Culture based on my own: I am a mix of a lot of different cultures. I have some European in me, which we believe to come
from this area. I visited England a few years back and was fascinated by the culture I found there during my trip.
http://resources.woodlands-junior.kent.sch.uk/customs/questions/regions/london.htm
Bar Graph:
Word Problem examples:
1. Kate needs five people per row on a plane from different cultures around the world. If the plane has fifteen rows how many people will they need to fill the plane?
2. What is the difference between the highest elevation in Stockholm and the highest elevation in London?
3. If seven people move from Dublin to Stockholm every year, how many people will have moved at the end of eleven years?
Rubric for Project:
Unsatisfactory Satisfactory Excellent Points
Three different locations
Did not have three locations chosen
Had two of the three locations represented
Had all three locations represented
/ 10 pts
Culture of the Did not have Had little Had a detailed / 20 pts
Elveation (ft.)
01000200030004000500060007000
LondonStockholmDublin
locations anything on the culture
information on the culture
description of the culture
Bar graph Did not have a bar graph
Had a bar graph, but was not accurate
Had a bar graph with the information correct
/ 20 pts
Word Problems Only had no word problems
Had 1-2 word problems
Had 3-4 word problems
/ 20 pts
Culture related to the individual
Did not explain how the culture is related to the group
Explained in little detail how culture relates to the group
Explained in great detail how the culture relates to the group
/ 10 pts
Double Bubble Map
Double bubble map was not completed
Double bubble map was partially completed
Double bubble map was fully completed
/ 20 pts
_____ Total pts
Teacher: Kali Morris Date: District: School:Subject area: English Grade Level: 6th Unit Title Who Am I? Lesson Title:
Purpose and LessonStandard(s): TEKS:(b) Knowledge and skills.(9) Reading/Comprehension of Informational Text/Culture and History.
LEARNING STRATEGIES: Quick write, PowerPoint, word wall, Directed Reading- Thinking Activity, bubble map,
Essential Question(s) - HOTS: What is Diversity? What is culture? How is culture related to me?
Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.
ELPS:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies.
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
(2) Cross-curricular second language acquisition/listening.
(E) Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
popsicle sticks, small groups, Think-pair-share, Literature circles
KEY VOCABULARY: Diversity, Culture
Academic vocabulary: Diversity, Culture, Home, Family, Tolerant
Process/Function Words: Analyze, present, inference, compare, contrast
Have you ever faced a situation where you had to work with someone from another culture? What happened?
Analyze a situation you were in where you faced diversity in your life. What was the situation?
(3) Cross-curricular second language acquisition/speaking.
(J) Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
(4) Cross-curricular second language acquisition/reading.
(D) Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
TEKS (1-2) and ELPS (2-4) Leading questions, questions that address the heart of the discipline, questions that provoke interest and thought…
Content Objective(s): Assessment of Objectives:
Lesson Steps/Activities including Timeline & Grouping
Students will be able to analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts in their chosen book by
How will you know if students have met the objectives (formal/informal)?
Informal: Discussion of the
video shown at the beginning of
MOTIVATION (Building Background, xx min, grouping, language adaptation)
The students will then have a quick write at the beginning of class upon entering. The teacher will show a video at the beginning of class of Michael Jackson’s “Black or White” song. The students will be asked to write down on a sheet of paper what the video meant to them in terms of diversity. The students will do a quick think-pair-share with the person across from them first. Then they will then quickly discuss their answers using popsicle sticks to
having a quick write on what culture means to them.
Students will be able to analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts in the chosen book by presenting a PowerPoint.
Language Objective(s):Student will be able to…[listening, speaking, reading, writing focus]
The students will be able to listen to the instruction and talk within their group about what culture means to them.
The students will be able to read the
class to check for understanding
The students will review the vocabulary to check to make sure they comprehend the words.
The teacher will walk around the room while the students are creating their PowerPoint’s and discussing the work in their small literature circles to check for understanding.
The students will have an exit ticket out of the door on one vocabulary word discussed that day and what it means.
Formal: The students will
create a PowerPoint and
randomly select students to share. (7 minutes) http://www.youtube.com/watch?v=F2AitTPI5U0
PRESENTATION: (Content/Language Objectives, Comprehensible Input, Strategies, Interactions, Graphic Organizer, Feedback/checking for understanding)
1. I will have the content and language objectives posted on the white board and stand at the front of the class. I will read the objectives and go over any questions the students might have at that time. (3 minutes)
2. The vocabulary will be gone over again via the ELMO, but will have been taught the day before. The vocabulary is also up on a word wall at the front of the classroom. The words are Diversity, Culture, Home, Family, and Tolerant. (10 minutes)
3. The teacher will use the Directed Reading- Thinking Activity to have the students understand what diversity looks like through different cultures. There will be pictures posted on the walls of different cultures around the world. The students will then discuss what they believe the title means to them before they read any further in their book. Then the students will read the first chapter from their assigned book together in their small literature circle groups. (15 minutes)
4. I do: The teacher will present the activity the students will be working on during class. The teacher will model for the students an example of how the PowerPoint should look using one of the literature circle
passages assigned to them and write on diversity in their book.
the teacher will grade them based on a rubric created.
books. The class will read the first chapter together. The students will have read the first chapter of their own books already. The teacher will read aloud as the students follow along. The teacher will have an example on the screen of the PowerPoint for that book. It will be filled out up to the climax of the story as an example. The teacher will then show the class the bubble map and how it relates to the teachers personal life. (5 minutes)
5. We do: The teacher will then move on to the second half of the first chapter. The students will popcorn read instead of having the teacher read the whole chapter. The teacher will have the students fill in the example given to them through a worksheet on the first chapter. The students will inference what is going to happen next in the story as a class by pulling evidence from the first chapter together. The teacher will be filling in the worksheet on the ELMO as the students come up with the story and copy it down on their own worksheet and bubble map. This will be completed as a class. (8 minutes)
PRACTICE AND APPLICATION: (Meaningful Activities, interaction, strategies, grouping, xx min, language adaptation, feedback)
1. You do: The students will use the Directed Reading- Thinking Activity to create a short PowerPoint based on how diversity plays a role in their book and how that ties into their own lives and society today. In their PowerPoint the students will inference what will happen next in the book by coming up with three slides to show what chapter two will entail. The students will pull evidence from the book to explain how they decided what would come next in the story. They will use pictures as well as text to complete the work. They will then use one
slide to describe how they see culture represented in their own book and how that relates to their personal lives. The last slide will be a bubble map already created for them on a template and they will fill in the bubble map with adjectives used throughout the first and second chapters that connected to diversity and culture. (30 minutes)
2. You do: The students will present their PowerPoint’s to the class when they are completed during the next class period.
The Literature circles will have four people in them each. The students will be given a number and will have a job that corresponds to that number. The student with number one will be the leader and will be in charge of making sure the group is getting the project done. The second person will be the creative director and will be in charge of making the presentation look neat and put together as well as finding the pictures for the slides. The third person will be in charge of filling in the bubble map with important details and the fourth person will be in charge of explaining how it relates to culture. The whole group will be in charge of coming up with the story line.
3. If a teacher must pull a student aside the students will continue working on their assignment quietly and if they have a question raise their hand until the teacher is available to speak with them.
4. The class knows the rules that have been established in the first few days of class. The students will not get up in the middle of class and if they need to use the restroom or sharpen their pencil they will raise their hand. The students will respect each other when others are speaking and will not interrupt each other. The teacher will raise
their hand and the students know that means quiet down because the teacher needs the attention of the class.
REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning, language adaptation)
5. The students are reviewing the vocabulary at the beginning of class together and we will end class with a quick exit out the door where they write down one vocabulary word we went over and the definition of it on a small sticky note provided by the teacher. (2 minutes)
6. The students will be reading the first chapter in their books and the teacher will be walking around the room making sure the students are staying on task and if they have any questions.
7. The students will be assessed based on the rubric provided for their PowerPoint created in class.
8. The teacher will be walking around the classroom while the students are working on their PowerPoint’s and making sure they are accurately following directions.
Extension: The students will work on the assignment at home if they did not finish it in class. They will be presenting the PowerPoint’s during the next class to understand other author’s points of view on culture. They will also complete the question in a one page reflection “Why do you think diversity is important to appreciate in today’s society?”
Language/ Special Needs Materials & Resources: Technology:
Instructional Proficiency Adaptations[beg., int., adv., adv.-high]
Modifications
Bullet items from lesson plan
The beginner ESL student will be allowed to draw pictures instead of using sentences. If they do choose to write sentences in the PowerPoint they can be one sentence long each.
The teacher can provide a student helper for the beginner if they need help understanding
N/A List all materials and resources needed for the lesson…including text connection(s)
Computer Paper Popsicle sticks Word wall YouTube Book PowerPoint ELMO Worksheet Sticky notes Novels chosen: Esperanza
Rising by Pam Munoz Ryan , Burn My Heart by Beverley Naidoo, Before We Were Free by Julia Alvarez, Revolution Is Not a Dinner Party by Ying Chang Compestine, The Breadwinner by Deborah Ellis
List all technology used in the lesson…
ELMO Classroom Computers
(computer cart) Internet
the text from the book they are reading.
The book given as an example for the students to look at as a model comes as a bilingual book so they have the English and Spanish side by side.
The teacher can provide the novel the beginner is reading in their native language.
ReflectionBriefly describes your thoughts about constructing the lessons in this thematic unit. Include commentary about the level of collaboration with your partner.
I believe this was a good opportunity to dig deep into the lesson plan process. I did like how I had to think about each step of the day and what the students would be doing. It made me visualize my own classroom and how I would run each minute of the day with my classes. I had to come up with ways to help my ELL students, which made me aware of using visuals as guides for these students. I did not particularly like the SIOP model for creating a lesson plan. I do not think I would want to use it again in my future lesson planning. I did not think most of the details were realistic for a real classroom. I know in my mentor’s class it
would take almost an entire class period to read one chapter and find the evidence to back up their ideas. I think it is great to strive for all of these to happen in each class meeting, but I have not seen that happen in my mentor’s class since I have been there. Every teacher should want to have an opportunity to do each of these steps, but I am not sure how realistic that is in a regular classroom. In my mentor’s class every day we do have a bell ringer to serve as the building background area and he mostly has a model for the students. They never do much as a class or in partners which makes the “we do” section not very effective in the classroom. Most middle school class periods are only fifty minutes. That does not leave much time for the students to work on their projects as well as do each one of the “I do, we do, you do, you do” steps. As a beginning teacher I am going to be more aware of these steps and try to implement them in my classes each day. I hope I can achieve that goal and be an effective teacher to my students. I also did not like how we had to do all four sections of the content area classes. I understand no matter what the content area is you should be able to come up with a lesson for that area; however, it was hard for me to do a math lesson when I have never done one before this class. I am not going to be a math teacher so it was hard for me to come up with ideas for math when I have not had the opportunity to make one before this assignment. I feel I did not do as well as I could have if it had been my own content area I was focusing on. I did like how it showed me a theme can connect to almost any content area you want it to for a certain unit. My partner and I worked very well together. We each came up with our own lessons, but made sure the other knew what was being produced for each lesson. We came up with the theme for the unit together and bounced ideas off of each other. We both worked hard on these lessons to make them the best we could as a group. The planning of the unit was together and we stayed on track with each other. My partner and I collaborated together well and got together when we needed to work on the assignment. We both helped on the rational and the unit goals together. We also put the unit together so that it flowed together. Overall this assignment taught me how to make a lesson plan work no matter what your content area happens to be in middle school. It made me plan out a lesson based on modeling an assignment for the class, having them do it together and practice, and then setting the class free to do it on their own. This made me think of lesson planning as a more than just an assignment to give the students and a way to teach them in a more interactive way.
Artifacts
Books
YouTube video link: http://www.youtube.com/watch?v=F2AitTPI5U0
Bubble Map
PowerPoint
Culture
Slide 1-
Slide 2-
Slide 3-
Slide 4-
Slide 5-
Slide 6-
Worksheet
1. What will happen next in the story:
1.
2.
3.
2. Evidence?
3. What adjectives can you put in the bubble map?
C
Project Rubric
Unsatisfactory Satisfactory Excellent Points
Bubble Map The student had little to no adjectives filled in the bubble map
The student had some of the adjectives filled in the bubble map
The student had all of the bubble map filled with adjectives
/ 10 pts
3 slides for the story There are no slides on the story or the story is not completed correctly
The slides are done but the story does not flow well
The story is done and flows well together
/ 20 pts
Evidence provided for the story
There is no evidence from the book provided in the story
There is a little evidence provided but does not relate to the story
The story has several connections to evidence from the book and makes the inference possible
/ 20 pts
Cultural Connection to personal lives and the book
There is no cultural connection to the students personal culture and book
There are some connection to the students personal culture and the book
There is an evident connection to the students personal culture and the book
/ 15 pts
One page paper The paper does not answer the topic question
The paper somewhat answers the topic question
The paper answers the topic question is great detail
/ 25 pts
Neat and creative The project is not neat and creative
The project is somewhat neat and creative
The project is neat and creative
/ 10 pts
_____Total pts
Teacher: Ms. Shaw Date: District: Irving School: Bowie Middle
Subject area: Social Studies
Grade Level: 6th Unit Title Who am I? Lesson Title: Where am I?
Purpose and LessonStandard(s): (3C) Geography the student uses geographic tools to answer geographic questions. SE: compare various world regions and countries using data from geographic tools including maps, graphs, charts, databases.
LEARNING STRATEGIES: double bubble graphic organizer, BKWLQ
KEY VOCABULARY: regions, summary, compare and contrast
Academic vocabulary: North America, South America, population, culture, climate, Mississippi River, Canadian Shield
Process/Function Words: summarize, compare and contrast, fill in, discuss in your groups.
Essential Question(s)
1. What can you say about North and South America?
2. Can you identify the differences and similarities of North and South America?
3. How can you assess if you are in North or South America?
ELPS: Language Strategy1 Cross curricular second language acquisition/learning strategy. The ELL uses language learning strategies to develop an awareness of his or her own learning process in all content areas. In order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student’s level of English language proficiency.(E) Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
5 Cross curricular second language acquisition/ writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold)commensurate with the students level of English language proficiency. For kindergarten and Grade 1, certain of these students expectations do not apply until the student has reached the stage of
generating original written text using a standard writing system. The student is expected to:
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary.
Content Objective(s): Assessment of Objectives:
Lesson Steps/Activities including Timeline & Grouping
SWBAT use a double bubble to understand the differences and similarities of North and South America.
Language Objective(s):SWBAT use the new vocabulary covered in the practice and application to fill in their ticket out the door and Where am I? flyer.
SWBAT to discuss North and South
Assessments:
Informal: students will discuss world regions using BKWLQ.
Students will compare and contrast North and South America with cooperative learning partners by filling in a double bubble map.
Formal: students will fill in notes with a group using a gallery walk.
Students will complete a Where am I? flyer demonstrating five key
MOTIVATION (8 minutes): Students begin completing the BKWLQ by filling out the “K” of world regions, using the 1st essential question “what can you say about North and South America?” and ESL students also using sentence stems for jump off. Students will have their attention called to the word wall in the room and complete the activity of word wall windfall. 1: Students pass a ball around the room and one student reads the word, 2: then passes the ball to a student who reads the definition, 3: then passes to another student who reads a sentence using the new word. Step 1-3 is repeated until all the new words used in the lesson are discussed.
PRESENTATION (10 minutes): Teacher has a class discussion with students presenting the objective for the day, the tasks the students will complete and what the expectations for each student is. Students then complete the “B” of the BKWLQ chart; here they write what they know about North and South America before they read. ESL students will complete a bubble thinking map instead, after having an ESL pullout session being read to about North and South America, which includes discussion and context pictures of the new academic vocabulary previewed in motivation. Then, students read
America with their cooperative learning partner to complete their double bubble thinking map.
aspects about North and South America.
a short article (provided) about each world region giving an overview of the region. With their collaborative learning partner discuss the “W” of world regions, discussing what else they would like to know. ESL students will then complete the “W” together in a homogenous group with teacher facilitation. Class discussion guided by the teacher to create “L” of world regions questions specific to North and South America, bringing the full picture into view using their new academic language students put the pieces together from what they already knew, to what they know after reading an article.
PRACTICE AND APPLICATION (20 minutes): Students complete notes in a gallery walk, where the vocabulary words are integrated into discussing North and South America. After gallery walk is complete teacher will model creation of a double bubble; as a class, students will assist the teacher in finding one item for each part of the double bubble activity found from their gallery walk notes and fill in their graphic organizer with what is displayed on the board. ESL students will be able to use pictures, their bubble maps (created in the ESL pullout session in presentation), and cooperative learning partners to complete their double bubble. In collaborative learning partners students complete a double bubble using their notes to compare and contrast North and South America while answering the second essential question “Can you identify the differences and similarities of North and South America?”
REVIEW AND ASSESSMENT (10 minutes): Considering the third essential question “How can you assess if you are in North or South America?” students will complete a Where am I? flyer. One side describing South American and the other describing North America in 5 aspects:
1.Location
2.Climate
3.Geography of the region
4. Culture
5. Symbols of the region
This will be made as if others will use this information to figure out where out where they are, these will be turned in and posted in the hallway. ESL students will be able to complete this in heterogeneous groups, using students who can speak Spanish and English at a higher level to support their speaking and writing. Students write two questions of the “Q” about North and South America as an exit slip.
Classroom management techniques The agenda on the board for the students to know step by step class flow and materials list for the students to know what they need. Students have a procedural routine of a warm up, objective, discussion, teacher presentation and student practice. Timer for gallery walk stations, completing their flyers, and BKWLQ charts to stay on task and responsible for their assignments.
Language/Instructional Proficiency AdaptationsBeginners are pulled out for a vocabulary preview by being read to.
Special Needs Modifications
Materials & Resources:
Word wallGallery walk fill in notesGallery walk informationBubble charts for ESL pulloutDouble Bubble graphic organizerPaper to complete BKWLQ organizerNorth America book
Technology: Document camera for showing double bubble model and GIST summary.
Beginners complete a bubble map after the book has been read about North and South America.
Beginners can use pictures, their bubble map, cooperative learning partners and the class double bubble to complete the GIST summary.
Beginners are paired with other Spanish speakers more advanced than them for language and reading support.
South America bookPaper for Where am I? flyers
ReflectionThis lesson was one of the hardest lessons I have ever created; it took a lot of thinking, planning, replainning, consideration, revision, and colleague considerations to make it what it is. I still think that this could be overwhelming for the students and that time is a factor in this lesson just because there is so much to accomplish in a 48 minute window, however just like in the real world classroom teachers modify adjust and are flexible to all circumstances and allow catch up time if there is need for it. If time did become a factor while I was teaching the lesson I would give time the next day to complete a part of it and could possibly make the Where am I? flyer homework, it is still being used for assessment and the students once completing the BKWLQ chart and the gallery walk would have all the information needed to complete the flyer. I do have ESL modifications within the lesson, however I am sure that the first time I attempt a pullout session or vocabulary preview for my ESL students it will not go as
smoothly as it is written into the lesson plan however again, as a teacher I review, assess, reflect and get better the next class period. I think as long as my students know that I come every day ready to educate them to the best of my abilities, and will do everything in my power to help them understand and be successful I will be a positive and impactful teacher.
Once Kali and I decided on a theme and the grade level we would “teach” along with who would do which lessons, we did not really collaborate at all with the lessons themselves. We came back together to put all of the lessons together and write the unit goals. While most thematic units are done collaboratively with other colleagues, this also worked well with our schedules and how we as individuals develop lessons. While teachers plan together at times, every classroom is different and every teacher has a different culture, and relationship with their students.
Gallery Walk
Social Studies Article
North America, the planet’s 3rd largest continent, includes (23) countries and dozens of possessions and territories. It contains all Caribbean and Central America countries, Canada, Mexico, the United States of America, as well as Greenland - the world’s largest island.
Positioned in the planet's northern and western hemispheres, it's bordered in the north by the Arctic Ocean, in the east by the Atlantic Ocean, in the southeast by the Caribbean Sea and Gulf of Mexico, and in the west by the Pacific Ocean.
FAST FACTS
Major Languages: English, French and Spanish
Population: 528,720,588 (2008 est)
It's the fourth most populous continent, after Asia, Africa, and Europe
Continent Size: 24,474,000 sq km, 9,449,460 sq miles
It's the third-largest continent in area, following Asia and Africa.
Percent of Earth's Land: 16.5%
GEOGRAPHY
Highest Point: Mt McKinley in Alaska, 20,322ft (6,194m) (see map)
Lowest Point: Death Valley in California, -282 ft (-86m) below sea level.
Alaska Range:
Mountains of south-central Alaska that extend from the Alaska Peninsula to the border of the Yukon Territory, Canada. The highest point in North America, Mt. McKinley, 20,320 ft. (6,194 m) is located here.
Appalachian Mountains:
The Appalachians, about 1,500 miles in length, extend from central Alabama in the U.S. up through the New England states and the Canadian provinces of New Brunswick, Newfoundland and Quebec.
WEATHER
Weather varies dramatically across the North American landscape. Climates range from Arctic cold to Equatorial heat, and everything in between. Precipitation and temperature levels modulate dramatically depending on location.
Severe weather in the form of thunderstorms is a normal spring and summer occurrence across North America. Devastating tornadoes are also common in the spring and summer months, especially in the central part of the U.S. From June through October hurricanes occasionally strike the Caribbean islands, northern Central American countries, Gulf of Mexico states, Mexico, and the eastern coastline of the U.S.
On the western edges of the continent, weather is affected by the weather patterns El Niño and La Niña. El Niño causes higher ocean water temperatures while La Niña causes colder water temperatures. The two weather patterns alternate every five years and affect the weather of the entire continent.
Summers in North America during the El Niño weather pattern are wetter than average. Winters in North America during El Niño are warmer on average and there is less snow fall. Just as you might have guessed, La Niña has the opposite effect on both seasons. (North America, 2010)
SYMBOLS
The current coat of arms of Mexico has been an important symbol of Mexican politics and culture for centuries. The coat of arms depicts a Mexican Golden Eagle perched on a prickly pear cactus devouring a snake. To the people of Tenochtitlan this would have strong religious connotations, but to the Europeans, it would come to symbolize the triumph of good over evil. The national coat of arms is also used in the Seal of the United Mexican States, a modified official version used by the federal, state and municipal governments. (Wikipedia, 2012)
The Statue of Liberty is more than a monument. She is a beloved friend, a living symbol of freedom to millions around the world. These exhibits are a tribute to the people who created her, to those who built and paid for her, to the ideals she represents, and to the
hopes she inspires. The Statue of Liberty National Monument officially celebrated her 100th birthday on October 28, 1986. The people of France gave the Statue to the people of the United States over one hundred years ago in recognition of the friendship established during the American Revolution. Over the years, the Statue of Liberty's symbolism has grown to include freedom and democracy as well as this international friendship. (The Statue of Liberty, 2011)
BibliographyNorth America. (2010). Retrieved November 27, 2012, from World Atlas: http://www.worldatlas.com/
The Statue of Liberty. (2011). Retrieved Novemeber 27, 2011, from The Statue of Liberty-Ellis Island Foundation, Inc.: http://statueofliberty.org/default.asp
Wikipedia. (2012, November 15). Retrieved November 27, 2012, from Coat of Arms Mexico: http://en.wikipedia.org/wiki/Coat_of_arms_of_Mexico
Teacher: Ms. Shaw Date: District: Irving School: Bowie MiddleSubject area: Science Grade Level: 6th Unit Title Who Am I? Lesson Title: Where will we be
in 5 years?Purpose and Lesson
Standard(s): (2) Energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision making. Students should be able to consider the ethical/social issues surrounding the Earth’s natural energy resources, while looking at the advantages and disadvantages of their long term uses.
2(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
LEARNING STRATEGIES: GIST, flow chart
KEY VOCABULARY: ethical, social, advantages, disadvantages, predict, data, effect, conclusion, text evidence
Academic vocabulary: renewable, nonrenewable, resource, energy, region
Process/Function Words: graph, summarize, discuss in your groups, analyze
Essential Question(s) - HOTS:1. How do energy resources and possible future energy resources affect a region?
2. In the future of green energy, which region has more possible energy resources and why?
3. How would you summarize energy resources for each region?
ELPS: Language Strategy1 Cross curricular second language acquisition/learning strategy. The ELL uses language learning strategies to develop an awareness of his or her own learning process in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student’s level of English language proficiency.(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic grade level vocabulary.
Speaking3 Cross curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student’s level of English language
proficiency. The student is expected to:
D speak using grade level content area vocabulary in context to internalize new English words and build academic language proficiency.
Content Objective(s):
Assessment of Objectives:
Lesson Steps/Activities including Timeline & Grouping
SWBAT use graphs and comparisons of North and South America to predict future energy resources for each country.
Language Objective(s):
SWBAT demonstrate ownership of new academic vocabulary by completing a frère model.
SWBAT use the
Assessment:
Informal: Students will have a class discussion about resources for each region.
Formal: Students will complete a tree map for each regions resource.
Students will predict each regions trend in green energy based on data and summarize how this will affect each region.
MOTIVATION (2 minutes): Students will watch a you tube video clip about energy resources and what they can do for a region. http://www.youtube.com/watch?v=Yr080GpPG-o
PRESENTATION (22 minutes): Teacher begins by introducing the objectives to the students and has a popsicle discussion about what students are expected to accomplish this class. Students will complete a frère model of “energy resources”. The students are then asked to answer the third essential question “How would you summarize energy resources?” Teacher begins a class list of energy resources on the board using the word wall definition of “energy resources”. Students then have a class discussion about the types of energy resources for each region. Then after students read the appropriate passage students in groups complete a Tree Map of energy resources for each region. ESL students will be grouped homogeneously for language and reading support.
PRACTICE AND APPLICATION (10 minutes): While considering the first essential question “how do energy resources affect a region?”students in cooperative learning groups using discussion folders (provided) students will
academic and context specific vocabulary in discussions with their peers.
be grouped heterogeneously and ESL students will be provided sentence stems, students discuss comparison graphs of energy resources for both regions (Renewable Energy in North America, 2007) and articles read about each region (provided) (Hayward D. s., 2011). Students will use a Tree Map to support the GIST strategy; ESL students participate in pullout and complete the Tree Map together.
REVIEW AND ASSESSMENT (11 minutes): By answering the second essential question “In the future of green energy, which region has more possible energy resources and why?”students will predict regional trends of green energy use (increase or decrease) and provide text evidence; there will be a reading modification for ESL students with shorter passages to read. For their conclusion, using the GIST strategy, ESL students will be pulled out and with teacher facilitation pick out the most important words and teacher will help guide the students in forming sentences or phrases.
Classroom management techniques: Use popsicle sticks for class discussion. The agenda on the board for the students to know step by step class flow and materials lost for the students to know what they need. Students have a procedural routine of a warm up, objective, discussion, teacher presentation and student practice.
Language/Instructional Proficiency Adaptations Students will have ESL pullout sessions for guided instruction and one
Special Needs Modifications
Materials & Resources:Popsicle sticks with students namesWord wall and definitionsGraphs of energy resources for each regionTree mapGIST Summary handout and posterDiscussion folder
Technology: Document camera to show frère model handout, a GIST example, and the class tree map.
on one learning opportunities.
Students will have reading modifications made with shorter passages.
Students will be supported in with sentence stems and heterogeneous grouping to help support them in class discussion.
Frere model
N/A
ReflectionThis lesson was difficult for me to create as well, my concentration is not in science so the TEKS and the information I had to gather so I knew what to teach and what to leave out for another grade took some research. However, it was fun to challenge myself to a new subject and concepts to think about teaching. What I really learned from creating this lesson was that I need to challenge myself as a teacher often. I think by challenging myself I have learned more about where my strengths and weaknesses are and how I can develop myself as an educator better. Collaboration with Kali for this lesson was minimal as well, once the basic information was decided we went on our won to develop the lesson and came back together to create the unit goals.
Sentence stems used for class discussion:
1. What do you think about…?
2. According to the map…?3. I see your opinion, however…4. When you read this (part of the article) what does this make you think of…?
Science Article
Affordable energy is the lifeblood of a strong and vibrant economy, and the massive supply of available energy resources in North America means that the United States is literally sitting on the greatest hope to create jobs, revive our economy, and again lead the world in energy production. Yet recent years have been marked by increasingly onerous regulatory barriers to the promise of affordable domestic energy. Government policies have been built on flawed and static assumptions about energy resources, leading to a 40 year decline in energy production. Federal lands — both onshore and offshore — are locked in outdated moratoriums and other bureaucratic delays.
On Tuesday, December 6, 2011, the Institute for Energy Research released a groundbreaking report about North America’s vast energy resources. The facts of this report shatter the myth of energy scarcity and empower the American people — not politicians — to set the course for our energy future. With hundreds of years of supplies of affordable energy under our feet, and the ability to produce these resources safely and responsible, that future can be bright.
North America is blessed with enough energy supplies to promote and sustain economic growth for many generations. The government’s own reports detail this, and Congress was advised of our energy wealth when the Congressional Research Service of the Library of Congress released a report showing that the United States’ combined recoverable oil, natural gas, and coal endowment is the largest on Earth.
The amount of oil that is technically recoverable in the United States is more than 1.4 trillion barrels, with the largest deposits located offshore, in portions of Alaska, and in shale in the Rocky Mountain West. When combined with resources from Canada and Mexico, total recoverable oil in North America exceeds 1.7 trillion barrels.
That is more than the world has used since the first oil well was drilled over 150 years ago in Titusville, Pennsylvania. To put this in context, Saudi Arabia has about 260 billion barrels of oil in proved reserves. For comparative purposes, the technically recoverable oil in North America could fuel the present needs in the United states of seven billion barrels per year for around 250 years.
Moreover, it is important to note that that “reserves” estimates are constantly in flux. For example, in 1980, the U.S. had oil reserves of roughly 30 billion barrels. Yet from 1980 through 2010, we produced over 77 billion barrels of oil. In other words, over the last 30 years, we produced over 150 percent of our proved reserves.
Restrictions in the form of federal bans and leasing combined with declining offerings of lease acreage mean only about 2.2 percent of America’s offshore acreage is currently leased for production.
Proved reserves of natural gas in the United States and throughout North America are enormous, and the total amount of recoverable natural gas is even more impressive. The EIA estimates that the United States has 272.5 trillion cubic feet of proved reserves of natural gas. The total amount of natural gas that is recoverable in North America is approximately 4.2 quadrillion (4,244 trillion) cubic feet.
Given that U.S. consumption is currently about 24 trillion cubic feet per, there is enough natural gas in North America to last the United States for over 175 years at current rates of consumption.
Total supplies of natural gas in North America dwarf those of other countries. The United States, Canada, and Mexico have more technically recoverable natural gas resources than the combined total proved natural gas reserves found in Russia, Iran, Qatar, Saudi Arabia, and Turkmenistan.
With respect to total recoverable resources, however, North America’s combined coal supplies are even more staggering. The United States, Canada, and Mexico have over 497 billion short tons of recoverable coal, or nearly three times as much as Russia, which has the world’s second largest reserves. North America’s recoverable coal resources are bigger than the five largest non-North American countries’ reserves combined (Russia, China, Australia, India, Ukraine).
North American recoverable coal could provide enough electricity for the United States for about 500 years at current levels of consumption.
While the US and North America contain enormous energy wealth, US policies have increasingly made exploration, development, production and consumption of that energy more difficult.
Therefore, a scarcity of good policies, not a scarcity of energy, is responsible for US energy insecurity (Hayward D. s., 2011)
Bibliography
Hayward, D. s. (2011). North America Energy Inventory. Retrieved November 26, 2011, from Energy for America: http://www.energyforamerica.org/inventory/
ESL Science Article
The map shows the geographical distribution of the solar radiation incident on the earth's surface each year. Depending on the shape of the sun's apparent path (solar ecliptic), the amount of radiation
decreases towards the polar regions. The maximum values occur slightly south or north of the equator; their location is also determined by the
incidence and type of cloud cover.
On the land area worldwide, this results in a solar radiation of at least 200,000,000 TWh per year. (For comparison: 9 billion people, each requiring 2,000 watts, would have a total annual energy demand of
160,000 TWh.)
Wind speeds are calculated at 80 m, the hub height of modern, 77-m diameter, 1500 kW turbines. Since relatively few observations are available at 80 m, the Least Square extrapolation technique is utilized and
revised here to obtain estimates of wind speeds at 80 m given observed wind speeds at 10 m (widely available) and a network of sounding stations.
Tower data from the Kennedy Space Center (Florida) were used to validate the results. Globally, ~13% of all reporting stations experience annual mean wind speeds ≥ 6.9 m/s at 80 m (i.e., wind power class 3 or
greater) and can therefore be considered suitable for low-cost wind power generation. This estimate is believed to be conservative.
Of all continents, North America has the largest number of stations in class 3 (453).
If precipitations falls on high ground, they exhibit so-called potential energy: On their way down through the valleys to the sea, the water can do work. - Therefore, mountainous countries with sufficient rainfall
are particularly suitable for making use of hydropower.
The map shows the theoretical energy potential in relation to the country area, in MWh/km²a.
The values are based on the Survey of Energy Resources 2004, published by the World Energy Council WEC. They have been used with permission of the editor Elsevier, Oxford.
(Renewable Energy in North America, 2007)
BibliographyRenewable Energy in North America. (2007). Retrieved November 26, 2012, from Global Energy Network Institute: http://www.geni.org/globalenergy/library/renewable-energy-resources/index.shtml
