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Subject/Time: World st th Studies 1 and 4

Name: Laura Kroncke Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. 16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.

Date: 11/6/12

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes):

Students are in LEVEL ZERO voice writing on their weekly learning log "Why is Latin America called Latin America? Then, they will respond to question on sheet and be prepared to share out in LEVEL THREE voice via cold call

State Lesson Objective & Lesson Agenda Teacher calls on 2 students; one to give the date, and the other to read the do now. Once class transitions from do now to first objective, another student will read the first objective. Teacher previews day by going over agenda

Activity #1: Map of Mesoamerica (10 minutes) Teacher calls on student to read what to do Teacher tells students they will have 5 minutes to independently complete their worksheet Map: Mesoamerica and be ready to share out answers Teacher cold calls students to share responses to questions Teacher instructs students to put away map into table of contents section (set timer to 1 minute) and take out Three graphs on Latin America worksheet Students are in LEVEL ZERO voice analyzing the map of Mesoamerica and answering questions about the map Students respond to cold call in a LEVEL THREE voice Students are putting away Map: Mesoamerica worksheet into binder in table of contents section in one minute or less and then closing binder and taking out Three graphs on Latin America worksheet

Objective(s) SWBAT: 1) Locate the four areas of Latin America on a map Analyze graphs of Latin America Produce a skit on one aspect of L.A.

Activity #2: Three graphs on Latin America (10 minutes) Teacher calls on student to read what to do Teacher asks students to clarify what inferred means Teacher asks students to clarify where source line can be found Teacher sets timer for 5 minutes and cues students to begin working in LEVEL ZERO voice Student reads what to do in a LEVEL THREE voice Students are in LEVEL ZERO listening to explanation of unfamiliar concepts Students are in LEVEL ZERO voice analyzing graph and answering questions Students are in LEVEL THREE answering to cold call

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While students are working, teacher passes out group assignment numbers for the next task When timer goes off, teacher asks students how many more minutes they need by show of fingers 1-5 Teacher adds additional time to timer if necessary and cues students to continue working Teacher cold calls students to share responses Teacher instructs students to put away the three graphs sheet and take out the Introducing the Region: Human Geography packet Vocabulary words/Key Concepts: Activity #3: Collaborative group work & Skits (15 minutes to prepare, 5 for each group to present) Teacher asks students why it is important to look at a region over time Modifications/ Accommodations Teacher shows powerpoint slide of instructions for groupwork (each group has assigned section of the reading, they will find their reading assignment on the wall with their number, they will have 15 minutes to put the information on the butcher paper and think of a creative way to present it to the class, during presentations everyone else will be in LEVEL ZERO writing down information from the presentations, groups will have no more than 5 minutes to present and clarify information, must highlight bolded words in section, all students must participate) Teacher cues students to move to groups and begin working Teacher sets timer for 15 minutes and circulates around the room assisting students and monitoring progress Teacher gives timer warnings throughout to keep students on task Teacher cues students back to desk and distributes note-taking chart to be filled out during presentations Teacher randomly pulls number for order of groups, but takes volunteer groups first

Students are in LEVEL ZERO listening to classmates share answers and correcting their answers if they were incorrect Students are in LEVEL ZERO putting away their three graphs sheet and taking out the Introducing the Region: Human Geography packet

Students are VOLUNTEERING to respond to question of why it is important to look at a region over time Students are in a LEVEL ZERO voice while instructions are being given for group activity Students are in LEVEL TWO in groups reading the information from their section and writing down important information on chart while thinking of a creative way for material to be presented Students are moving back to original desks in LEVEL ZERO voice While groups are presenting material, students are in LEVEL ZERO listening, observing, and writing down information being presented Once students are done presenting, they are moving back to their desks at a LEVEL ZERO and the next group is moving to the front to present

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After each group goes, teacher asks students which of the 5 senses applies to the groups (speech, touch, taste, smell, sight) At close of activity, teacher reminds students that they have all of the information in their reading packet so they can add anything they may have missed Exit Ticket (aligned to lesson objective) or assessment: Students will be answering multiple choice questions based on the jigsaw group activity. I will analyze the results to see what information students may need more clarification on. Materials & Technology Closing/Preview for next lesson: Close the lesson by telling students that tomorrow they will continue to examine Latin America and learn more about the region Homework: Map of Latin America for at bat with geography