SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.

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TITLE OF LESSON Understanding the Human Condition Reflection CA CONTENT STANDARD(S) ADDRESSED

CURRICULUM AREA & GRADE LEVEL Social Science

DATE OF LESSON 3/3/14

CA ELD STANDARD(S) ADDRESSED C12: Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas.

CC ELA Writing 9-10.4: Produce clear and coherent writing

in which the development, organization, and style are appropriate to task, purpose, and audience.
BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Students will be reflecting on what they have learned and will put it all together in a reflective in class essay. They will learn how Understanding the Human Condition has taught them to be a more understanding and tolerant person. OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Cognitive SWBAT reflect on their experiences throughout the unit and condense these experiences into a reflective essay. Language Development SWBAT write a reflective essay using the AXES paragraph model.

ESSENTIAL QUESTIONS ADDRESSED How does understanding the Human Condition help you to be a more tolerant / understanding person?

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring) The teacher will check on the completion of a pre-write graphic organizer before students start their essay. Summative (evaluative) Students will be assessed based on the completion of their reflective essay, looking for how much they have learned.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
Writing has been difficult for my students this year, and I am slowly building them up to the ability to write an essay. This unit will take place at the end of the year so this essay will meet my goal of having them write a full essay using the AXES paragraph model.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) Teacher will lead an open forum discussion on what students have learned throughout their unit on The Human Condition. Instruction (Through) The teacher will review the AXES paragraph format and instruct students of the writing prompt. Write both the prompt and AXES format on the board for students to reference. Guided Practice (Through) EL students will fill out a graphic organizer with their ideas before they start writing. This graphic organizer will also be available to the

Auditory

Students are reviewing what they learned to help them with their thought process before they start writing. Students are reviewing their writing format they have learned in their English class and being introduced to the prompt. Students who need extra help can fill out a graphic organizer get their ideas straight, They also had reinforcement of their AXES format to help them write.

Anticipatory Set (Into) Students are participating in an open forum recapping their experiences during the unit, reflecting on their learnings. Instruction (Through) Students are taking note of instructions and the prompt and preparing to write their reflective essay.

Auditory

Students are reviewing what they learned to help them with their thought process before they start writing. Students are reviewing their writing format they have learned in their English class and being introduced to the prompt. Students who need extra help can fill out a graphic organizer get their ideas straight, They also had reinforcement of their AXES format to help them write.

Visual Auditory

Visual Auditory

Visual Auditory

Guided Practice (Through) Students who need the help will take a graphic organizer and fill it out with their ideas and experiences to help them with their writing.

Visual Auditory

rest of the class. Independent Practice (Through) Students will write a five paragraph essay reflecting on the essential question for the unit. How does understanding the Human Condition help you to be a more tolerant / understanding person? Closure (summarize; make Auditory Cognitive Kinesthetic Students are reflecting on what they have learned throughout the unit with a writing prompt. This should sum up their experiences and let them transfer their learning to their lives. Students share one thing they learned from the unit and how they will apply it to their lives.

Independent Practice (Through) Students are writing a reflective essay outline their experiences throughout the unit and answering the essential question, How does understanding the Human Condition help you to be a more tolerant / understanding person? Closure (summarize; make

Cognitive Kinesthetic

Students are reflecting on what they have learned throughout the unit with a writing prompt. This should sum up their experiences and let them transfer their learning to their lives.

Auditory

meaning of the lesson)

Students will share one experience they talked about while writing and how they will apply this to their life. Transfer (Beyond) (opportunities to apply the learning) Kinesthetic Auditory Cognitive

meaning of the lesson) At the end of class students will share their best ideas of what they have learned with the class.
Transfer (Beyond) (opportunities to apply the learning) Students will be applying the lessons they learn in class to the real world throughout the unit. They should continue to practice a life of more understanding and tolerance after the conclusion of the unit. Kinesthetic Auditory Cognitive

Students share one thing they learned from the unit and how they will apply it to their lives.

Students have been making real world connections throughout the unit and should continue to carry these lessons into the real world.

Students have already taken these learnings outside of the classroom during the unit and should continue to do so after the unit has ended.

Students have been making real world connections throughout the unit and should continue to carry these lessons into the real world.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group Readiness level The class has several EL students in it ranging from CELDT 3 RFEP. Most students are able to read and write at a level more than sufficient enough for this activity which mostly involves artwork. Learning profile: strengths and challenges Students struggle with reading higher level texts. We are currently working on their AXES paragraph writing and are bridging them for single paragraph writing to multiparagraph writing with the eventual goal of a 5 paragraph essay. Interestsacademic and/or personal Students have a variety of interests outside of the classroom, many are athletes in various sports on and off of campus, several kids enjoy skating, and other hobbies include reading, video games, and band.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively I have one 504 student and one IEP in my class they have similar needs and neither requires a lot of extra attention in Class. John biggest issue is that he has a lot of truancies but when he shows up he does good work. Luke is consistently present and does good work; he sometimes needs a little extra time to complete assignments. He also gets occasionally frustrated and needs to leave class and go for a walk. Miguel is a very bright student who does not have and IEP or 504 but has some extra needs in the classroom. He is skilled at reading and writing but needs to be challenged to go deeper into his thought process in order for him to stay engaged. Learning profile: strengths and challenges Miguel has a lot of social anxiety and doesnt like to interact with other students; he sits isolated in the back corner. He also doesnt like a the activity model, he much prefers to read out of the textbook and just take notes, we allow him to do this because he has proven he will learn the material and get exceptional grades. Lately he has come out of his shell socially and is talking more with other students. Luke is a very social learner who enjoys working with other students and helping others when he is done with his work. Interestsacademic and/or personal John is very interested in skating; Luke enjoys football and is a Charger fan. Miguel loves History and is

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Process (how the material is learned) Students will be given a graphic organizer to help organize their thoughts for their writing process. The AXES paragraph format will also be listed on the board to help them format their writing. EL students will be provided with extra time to complete the assignment. EL students will have the option to rewrite their essay if they are unsatisfied with their grade.

considering going to college for it, any extra information he can get he loves, as well as one on one discussion. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Process (how the material is learned) Students will be given a graphic organizer to help organize their thoughts for their writing process. The AXES paragraph format will also be listed on the board to help them format their writing. Students will be provided with extra time to complete the assignment. Students will have the option to rewrite their essay if they are unsatisfied with their grade.

RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer)

REFLECTION (Questions to consider after the lesson: What went well?

Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)