9th Grade Social Studies Skills Lesson Plan: Heart of Jenin Objective: Students will explain (comprehension) the

Israeli-Palestinian conflict from different perspectives. Students will compare Arab and Israeli perspectives on the West Bank (analysis). Students will evaluate (evaluation) the strengths and weaknesses of building a wall in the West Bank. Goal: A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries Materials Needed: Power Point http://www.teachersdomain.org/resource/wa10.socst.global.20cent.giftlife/ http://www.teachersdomain.org/resource/wa10.socst.global.20cent.searpeace/ Pros & Cons of West Bank Wall Hanging Sheets Green & Red Crayons Procedure 45 minutes Using the PowerPoint, remind students of what was accomplished the day before and what will be accomplished today. Explain the videos that will be watched in class today. The class will be watching video segments from Heart of Jenin, a program from the PBS series Wide Angle. Provide the following information: This episode highlights the story of Ahmed Khatib, a Palestinian boy who was killed by the Israeli army when soldiers thought the toy gun he was playing with was a Kalashnikov (an assault rifle). Ahmed lived with his family in the Jenin refugee camp in the West Bank, a refugee camp which was established in 1953. Upon Ahmeds death, his father, Ismael, had to make a difficult decision about what to do with his sons remains. There were many Israeli children who were seriously ill and needed organs in order to survive. The children who needed the organs were Palestinian, Druze, Bedouin and Jewish. Prep students to watch the video. What will they see in the first clip? What words will the need to know? What should they be watching for? As students watch, they should jot down notes. After the clip, allow students a moment to write what they may have missed. Discuss. Repeat with second clip. Ask the students if Good fences make good neighbors? What does this mean? Is it true ? Why or why not? Briefly explain the West Bank Wall, including its purpose. Students browse pros and cons throughout the room, putting red minuses or green checks next to statements they agree/disagree with. Students will complete a chart as they move around the room.

Students then sit on the side of the room they agree with most. Discussion. Why did students sit on that side of the room? Which arguments were strongest? Assessment Informal- Discussion, participation, and behavior Formal- Hanging pros and cons, note sheets, pro and con sheet

ALVERNO COLLEGE

SUPERVISING TEACHERS ASSESSMENT OF STUDENT TEACHER

Candidate Name: Stephanie Rudnicki Date: 4.24.12 School: Oak Creek High School Grade: 9th 11 students First Nine Week Placement: 1st Evaluation__ 2nd Evaluation__ Second Nine Week Placement: 1st Evaluation_X_ 2nd Evaluation__ Subject(s): Social Studies Skills

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 2,

3, 4, 7, 8, 10 - DISP: Respect, Responsibility) Demonstrates knowledge of content through fluid delivery. Prepares for activities and lessons. Chooses and creates learning experiences based on appropriate goals and objectives that connect with the assessment. Designs instruction based on assessment of student strengths and needs, learning styles, & learning differences. Creates short-ranged and long-term plans linked to student needs & abilities. Adapts plans to encourage student progress and engagement. Learns about students families, culture & community to connect instruction to student experiences. ____Inadequate ___Emerging ____Proficient __X__Distinctive

Evidence (Candidate) This class session is focused on the West Bank and the peoples who live there in conflict. Your objectives were correctly written and focused on student learning. Your plan was creative and interesting.

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 1, 2, 3, 5 DISP: Respect, Responsibility, Reflection)

Evidence (Candidate and Student) You set class expectations right away, giving your reasoning for statements of behavior. When does it become important to ask students to explain and repeat? You remembered to reinforce every student who took the risk to speak. Your compliments were natural and directed to the students specifically. This is good practice! You used verbal signals when you wanted kids to shift to attention to something else. You set time expectations and stuck to them, making use of every minute. There were some students who didnt reply even though you knew that they had written something. This will be an ongoing dilemma. Keep thinking of ways to encourage them to take the

Reflects a positive emotional connection between teacher and students. Offers genuine praise to students. Students connect to one another by smiling, sharing and helping. Respects each child as an individual. Supports students as they work independently and collaboratively. Manages transitions efficiently. Monitors classroom and takes a proactive stance to behavior management issues. Organizes, allocates, and manages resources of time, media, technology and space. Manages student attention by engaging them productively in learning experiences. Maximizes amount of class time spent in learning by creating and communicating clear expectations and procedures for behavior.

risk to say something when called on. You direct students to read directions with you. This ensures that everyone hears the correct process and gets practice with the terms in the directions. With most groups, this is a good idea unless part of the goal is to have them follow directions without assistance. You monitored every part of the lesson, adjusting and directing as things progressed. Time ran short. What would you change or would you make this a two day activity? Folders for organization are a great idea. Steal it!
____Inadequate ____Emerging ____Proficient _X___Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2, 3,4,5, 6,7,10 DISP: Respect, Responsibility, Communication)
Presents content in developmentally appropriate way by relating content to previous lessons. Consistently demonstrates enthusiasm and purposely creates meaningful learning opportunities. Models and supports active listening, interactive discussion and thoughtful responses in reading, writing & other media. Challenges and supports student thinking by using: different types of explanations o various levels of questioning and discussion techniques o techniques that repeat and/or extend student responses o a variety of modalities (visual, auditory, kinesthetic)

Evidence (Candidate and Student) . Your introduction was carefully worded and well-paced. You gave critical background information and drew students into thinking about what they already knew. You rather gently invited them into the conversation, breaking the ice with hand-raised poll and then calling on those who responded to ask them to explain their reasoning. Once again, you found a way to make a far off historical conflict come alive for the students. You embedded comprehension, analysis and evaluation skills into a high interest lesson that both touched students minds and moved their thinking beyond facts and details. You kept using the vocabulary that you wanted them to become familiar with. Repetition is key. You introduced and reminded them of the terms they would hear in the film clip. You also gave cues for a film with subtitles, setting students up

Focuses student attention on lesson objectives. Actively engages students in meaningful learning. Adjusts instruction to meet student needs, including special education and ELL, and to address learning styles, in order to enhance learning. Makes an intentional effort to promote oral language and encourages use of advanced language. Varies role in instructional process (instructor, facilitator, coach, audience) in relation to content, purposes of instruction and needs of learners. Communicates with sensitivity to cultural and gender differences.

to succeed. They were watching, seemed to be listening and taking notes. You were consistent in giving them time to process what they saw and heard and to take notes in answer of the questions you had prepared in advance. Your questions were a combination of rote responses and deeper thinking questions.

____Inadequate

____Emerging

____Proficient

_X___Distinctive

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 2,8,9,10 DISP: Reflection, Communication)

Evidence (Candidate and Student) Your assessment plan addressed both formal and informal assessment but not explicitly. The more clear your plan for assessment, the better able you will be to carry it out and have effective and clear assessment information. I wish you had video taped every lesson ive seen so that I could show others what I mean. I would have been very happy to have you teach my children.

Provides timely & specific feedback to learners. Involves learners in self assessment. Focuses the students attention on the process of learning rather than just getting the correct answer or finishing an activity. Makes appropriate use of information acquired from assessments, colleagues, caregivers, and students themselves to identify and meet learning needs. Maintains accurate records of student performance and communicates progress to students, parents & colleagues. Monitors impact of teaching on student learning, modifying plans and instruction accordingly. Reflects on own performance in relation to student learning and WI teacher standards.

____Inadequate

____Emerging

____Proficient

__X__Distinctive

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 7,9,10 DISP: Collaboration, Responsibility, Communication) Demonstrates professionalism through timely completion of work for Classroom_____ Seminar_____. Demonstrates professionalism through regular attendance, arriving on time: School________ Seminar _____ . Relates professionally and effectively with cooperating teacher____, staff____, and supervisor____ (including initiating conversation, and problem solving). Consults professional literature, colleagues & other resources regarding education and well-being of students. Establishes respectful and productive relationship with caregivers, as possible. Attends all faculty, grade level meetings, in-service training, Open House, Parent Teacher Conferences.

Evidence (Candidate and Student)

Your actions, responses and plans for student learning are evidence that you get it, you know how and when to work hard and that you keep students best interests at the top of your list.

Overall Performance: ____Inadequate

____Emerging

____Proficient

__X__Distinctive

Name_____________________

Date__________________

The Heart of Jenin

As you watch The Gifts of Life and In Search of Peace from the PBS special The Heart of Jenin, watch and listen for answers to the following questions. Record these answers in the spaces provided below. 1. What did Ismael decide to do with his sons organs? Do you think Ismael made the right decisions? Why/Why not?

2. Who received Ahmeds organs? What were the reactions of the families upon finding out that their children were receiving organs?

3. If you needed an organ to save your life, would it matter to you who the donor was? (What if it was someone who had been mean to you? A racist? A convicted criminal?)

4. What are some similarities between Ismael Khatib and Yaakov Levinson? What are some differences?

5. What are the two mens views towards peace in the region?

6. How do you think children are impacted by the conflict?

Name_____________________

Date__________________

West Bank Pros & Cons

You will notice pro and con sheets hanging on the walls around the room. On one side of the room, you will find pros. On the opposite side of the room, you will find cons. Circulate the room and read the pros and cons. You will need a red and green marker/crayon to complete the activity. As you read:

Determine whether you agree or disagree with each pro and con. On the hanging paper, mark a green + if you agree or a red if you disagree. In the same color, write your name next to your + or Record any statements that you agree with in the chart below.

Pros

Cons

Pro

The fence will stop terrorism and bring peace to the region.

Pro

With less threat of terrorism, Israelis and Palestinians can reach agreements.

Pro

The Israeli government has a responsibility to protect its people.

Pro

Israelis need the wall as protection from attacks.

Pro

Israelis and Palestinians do not need to fear each other if they are separated.

Pro

The wall is a peaceful response to violent attacks.

Cons

The wall cuts through Palestinian villages and separates communities.

Cons

The Israelis should not make decisions with the Palestinians.

Cons

The wall is being built on Palestinian land.

Cons

The Israelis are blocking off Palestinians from the rest of Israel.

Cons

Palestinians are cut off from jobs, schools, and hospitals.

Cons

Travel is harder. One hour trips take three hours to complete.