Planning Commentary

Secondary History/Social Studies
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of this lesson sequence is to examine human population patterns around the
world, including analyzing the causes and effects of global and regional population growth and
distribution as well as examining human migration. The sequence will begin with a social studies
department mandated vocabulary exercise where the students will complete an instructor
guided worksheet to ensure they fully understand the essential concepts and terminology that
will be covered in the subsequent lessons. The second lesson will focus on the causes and
implications for Earth’s rising population, examine where people live and why they live there,
and compare the population growth rates and distribution patterns among different countries.
The final lesson in the sequence will examine why people migrate, the positive and negative
effects of migration, as well as examining current and historical migration patterns.
The lesson sequence is tied together through an ongoing, country specific, demographic
portfolio project where students will incorporate the tools they have learned in each lesson into a
broader examination of all aspects of the central focus within the context of a single country
profile. The purpose of the central focus is to familiarize students with the population patterns of
the world around them, give them the tools to understand the potential challenges associated
with overpopulation and migration, and to use these tools to apply to region specific analyses.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
 facts and concepts
 inquiry, interpretation, or analysis skills
 building and supporting arguments or conclusions
[The central focus is derived from Minnesota state standard 8.3.2.3.1
Use appropriate geographic tools to analyze and explain the distribution of physical and
human characteristics of places (such as culture, population, political and economic
systems)
The central focus of this lesson sequence aligns with this state standard directly in that it
focuses on (human characteristic) population, how it is distributed, and how to use the
appropriate geographic tools to do an analysis of population on both a global and regional
scale (places).
The first lesson’s learning target has students list and define key terminology and concepts
associated with population. This serves to familiarize students with facts and concepts that
will be the subject of subsequent lesson’s analyses. These facts and concepts are
elaborated upon in the following lesson’s discussions and during an ongoing project where
students will demonstrate their understanding of them. Inquiry and analysis of population
growth and distribution patterns as well as human migratory patterns are the learning targets
of the second and third lessons in the sequence. All lessons in the sequence are linked
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together though the aforementioned project, which applies the appropriate, learned
geographic analytical skills in a way that allows students to make predictions and
conclusions about population trends and apply them to specific regions.]
c. Explain how your plans build on each other to help students make connections
between facts, concepts, and inquiry, interpretation, or analysis skills to build and
support arguments or conclusions about historical events, a topic/theme, or a social
studies phenomenon.
[This unit is related to previous units of study in this course in that it is part of an essential
foundation required for later units where the content will be regionally focused, and the skills
and understandings gained from these foundational units will be applied. For example, the first
unit of the course laid the foundation for basic geographic skills such as map reading and spatial
reasoning, and the second unit focused on understanding Earth’s physical geography. This, the
third unit of study will focus on the world’s people in terms of population analyses, while the final
two units of foundational instruction will cover the basics of culture and economics. These
foundational units will equip students with the requisite background knowledge and skill set to
apply to specific regional studies, which will begin in Western Europe and continue to other
regions as the school year progresses.
The first lesson plan of this unit has a target of listing and defining key vocabulary and concepts.
This is designed to help students understand the concepts discussed throughout the unit. The
second lesson plan has a target of analyzing the factors of global population growth and
distribution. In this lesson, students will be introduced to facts related to population growth and
distribution and apply the conceptual foundation established in the first lesson to an analysis
where they will understand causes and effects as well as analyzing comparisons between
countries with different demographic profiles. The third lesson has a learning target of analyzing
the causes and effects of global human migration patterns. This lesson builds off the previous
two by once again using the conceptual foundation established in the first lesson, and then
utilizing the same pattern established in the second lesson of learning facts (in this lesson facts
about global migration) and then applying this knowledge to their analysis (analysis and country
comparisons of migration patterns). The third lesson also follows from the second in that
examining where people are and how many of them exist in particular locations, is key to
understanding and examining where they move to and why they move there.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[ This year is the first formal geographic instruction these students have had. As such, it was
useful to administer a pretest to gauge the prior knowledge students have in relation to the
central focus of this learning sequence. Unsurprisingly, the results of the pretest revealed that
they held a number of misconceptions about global population patterns. Results ranged from
students that had virtually no prior knowledge, to students who correctly answered about half of
the pretest questions. There were no examples of students who had a proficient level of prior
knowledge at the beginning of the learning sequence.
Students have had recent instruction on physical geography including different climate zones
and landforms, which should equip them with the requisite background knowledge to make
inferences as it relates to understanding global population distribution patterns. Students have
also received recent instruction on basic map reading skills, including thematic maps, which
should be useful for interpreting population density maps and other assorted thematic maps
related to population analysis. For most students, their existing skills will allow them to
successfully reach the learning targets if their significant gaps in knowledge regarding the
domain specific vocabulary, the relevant population facts, and the current population trends are
mastered. There are a few students (three for sure) who will likely struggle to apply their prior
skills to new information however. In these cases, it will be necessary to pay special attention to
them during the independent practice phase of the lessons and monitor their progress. There
are also some basic mathematical elements associated with interpreting population data, but
nothing beyond what most eighth grade students have previously encountered. ]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[ The students live in a rural, mostly homogeneous community primarily made up of the
descendants of Scandinavian and German immigrants who settled in the region in the 19th and
early 20th centuries . Though the community is small, it is growing and slowly becoming more
diverse. Every student in this class is a native English speaker. A significant number of families
have friends and relatives with a military service background and the school culture strongly
emphasizes respect for service members. There is significant economic stratification among the
residents of this town. There are a few local business owners and owners of large farms who
are rather wealthy, but the majority of residents are lower middle class and below. These
residents primarily work as agricultural laborers or as employees of local small businesses.
There are a number of assets related to student’s cultural and everyday experiences that can
be applied to the central focus of this learning sequence. The community profile of a rural,
farming town is useful for referencing distinctions between urban and rural. The community is
growing, so there are opportunities to reference challenges associated with population growth
and apply it to their town’s situation. They also live in a state that has settled a very high number
of refugees (primarily from Somalia). Migration is a part of all American’s histories whether
recent or in the past. As such, these students can reference their ancestor’s migration, as well
as see the parallels with newer migrants that have settled in the region. ]
3. Supporting Students’ History/Social Studies Learning
Respond to prompts below (3a–c). To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning
Task 1. In addition, use principles from research and/or theory to support your
justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students’ prior academic learning, their assets, and
research/theory.
[ The learning target for lesson one is to list and define key vocabulary terms associated with
the learning sequence. An instructor guided vocabulary word map done, as a group is the
material used to achieve this (instructional materials 1.1). This format is familiar to students
because there is department mandated vocabulary instruction that begins every social studies
learning sequence. Students at this school have been working with variants of this word map to
begin social studies instructional units from grade 5 onward.
Lesson 2 analyzes population growth and distribution. Throughout this lesson plan, there are
opportunities to reference student’s cultural and community assets as well as their prior
learning. For example, instruction and informal assessments on population growth and potential
challenges associated with it, naturally lends itself to reference the students community’s
growing population. The same is true for distinguishing between rural and urban. There are
three instructional slides in lesson 2 that include thematic maps of density, growth rates and
population distribution (instructional materials 2.1), which, as previously mentioned in prompt
2a, are familiar to students from prior instruction. The specific content is new, but the concept of
a thematic map is not. Accessing student’s prior knowledge in various ways, allows me to
scaffold (Bruner) instruction from a place they are familiar to new concepts that relate.
Lesson 3 analyzes global migration. Opportunities to relate students’ family history of migration
to more recent migrants to their state are available during instruction and informal assessments
throughout. The military background of students is useful for making connections to the global
refugee crisis because they are familiar with recent conflicts such as the wars in Iraq and
Afghanistan. Students are also aware that many Somali refugees live in nearby communities.
Similar to lesson 2, lesson 3 also utilizes thematic maps to aid instruction (instructional materials
3.1). A refugee migratory map of Europe, a global immigration map and a global urbanization
map are among the themes represented. The instructional slide shows of lessons 2 and 3
(instructional materials 2.1, 3.1) are constructed to highlight (in red) all of the key vocabulary
terms first introduced in lesson 1 as an effort to remind students of their importance and to
showcase their use in context.
The population profile project, which constitutes the independent practice phase of lessons 1
and 2 as well as the formal assessment of this learning sequence, also has elements that will be
familiar to students from prior learning (instructional materials 2.2). There was a 5 themes of
geography project assigned in the first unit of this year’s instruction that involved creating a
slideshow presentation within the context of a single country profile. The format is similar to the
population profile project of this learning sequence, but the content and specific expectations
are new. The project is introduced after the instructional phase of the second lesson and
employs scaffolding (Bruner) by first presenting the instructional content, then modeling the
expectations and ultimately leading to students to independently applying their knowledge to the
project. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ The instructional strategy of lesson 1 is to, as a group, complete a vocabulary word map of all
the key terms of the learning sequence (instructional materials 1.1). This is appropriate for the
whole class because, as previously described, all the students have participated in this
instructional format many times and the expectations are clear. My approach is to randomly call
upon students to ensure full participation and engagement. This approach also has the
advantage of identifying misconceptions among students; particularly those I suspect may
struggle more than others with certain definitions. There is also research to suggest that actively
engaging students in differentiated instruction (Tomlinson) better reaches students with differing
learning profiles (Gardner). This particular word map requires students to represent their
understanding of vocabulary in different ways beyond simply providing a written definition.
Students are asked to provide synonyms, use the term in a sentence and represent the concept
visually as a drawing. I also have different students come up to the front of the room and draw
their ideas on the whiteboard. One student with an IEP will be provided with a paper copy of the
vocabulary word map if he requests one.
The engagement process of lessons 2 and 3, begin by asking students about their prior
knowledge of the learning target. This serves to both get the students thinking about the
learning target, as well as giving me clues as to the level of student understanding and the
necessary depth of subsequent instruction. Lessons 2 and 3 then supplement this engagement
with 6-7 minute videos highlighting relevant content for instruction (URL linked in instructional
materials 2.1, 3.1). Showing a well-made video that covers much of the key content related to
the learning target provides a useful format, with an alternative cognitive stimulus to lecture
based instruction alone. Again, I justify this based on the theories of differentiated instruction
(Tomlinson) and multiple intelligences (Gardner).
Throughout the instruction of lessons 1 and 2, the material is segmented or “chunked” into
smaller themes. After instruction on a given theme, an informal assessment follows. For
example, Lesson 2 begins with instruction on population growth followed by a discussion and
informal assessment. The segment after population growth examines population growth rates
and doubling time followed by another discussion and informal assessment. This general
structure repeats throughout the instructional phases of lessons 2 and 3 until all the aspects
(segments) of the learning target have been covered. Introducing new material in smaller
segments has the advantage of allowing students to “digest” the material before quickly moving
on (Marzano). The segments are also supplemented by numerous charts, maps and graphics,
which visually represent the concepts.
The independent practice phase of lessons 1 and 2, which involves student research and work
on the population profile project (instructional materials 2.2) is the part of the instruction that
allows time for me to roam around the class and observe student mastery based on how the
prior instructional content is being applied to their work. This is particularly useful for those who I
anticipate will struggle to understand all of the concepts of instruction and is the primary strategy
I will employ to assist these underperforming students. (Zone of proximal development Vgotsky)
These same students will likely also struggle to follow all of the directions, struggle to know all
the expectations, and have misconceptions about how to perform appropriate research
associated with the project. ]
c. Describe key misconceptions within your central focus and how you will address them.
[ Based on the formal pre-assessment administered prior to the learning sequence, I was able
to tease out several of the most common misconceptions students had about global population.
As previously mentioned, no student had proficient prior knowledge of the content; however,
there were misconceptions that were nearly unanimous. Only one student was able to correctly
identify an example of a country with a high growth rate (question 3 of the pre-assessment).
This led me to add additional slides to my lecture presentation (instructional materials 2.1 slides
5-9) dedicated to analyzing and comparing sub-Saharan African countries with fast population
growth rates to countries with slower rates of growth. Other misconceptions virtually all students
had was in guessing how much of Earth’s land surface is habitable (Q7 pre-assessment) and
the distinction between immigrate and emigrate (Q8 pre-assessment). This led me to similarly
address these misconceptions, by dedicating more visual aids and instruction time in the
slideshow (instructional materials 2.1 slides 11-15, and 3.1 slide 3). Most students
demonstrated some ideas in the short answer portion of the pre-assessment (Q 17,18,19)
however, the responses tended to be vague and struggling learners were unable to contribute
any meaningful answers at all. Lessons 2 and 3 have plans for frequent discussions and
informal assessments regarding the global population’s decreasing death rate, negative effects
of overpopulation, and factors of migration.
The biggest misconception students had was incorrectly believing that the world’s birthrate is
currently increasing, and not understanding that it is possible to have a slowly declining birthrate
and an increasing overall population simultaneously (Q11 pre-assessment). Along with the
material presented in the slide show to address this misconception (instructional materials 2.1
slide 4) the topic is discussed in depth in the video I used to engage students at the beginning of
lesson 2 (instructional materials 2.1 video url from slide 2) ]
4. Supporting History/Social Studies Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for students to learn the history/social
studies content within your central focus. Listed below are some sample language
functions. You may choose one of these or another more appropriate for your learning
segment.
Analyze Compare/contrast Construct Describe Evaluate
Examine Identify Interpret Justify Locate

[ The central focus of this learning sequence is to examine population patterns and the causes
and effects of human migration around the world. The language function therefore, is “examine”.
The learning target for lesson 1 uses the language demand “define”, while the language
demands associated with lessons 2 and 3 include “analyze”, “compare” and “describe”.
Defining, describing, comparing and analyzing key vocabulary and concepts related to
respective lesson learning targets are all components of a larger examination of the central
focus. This particular language function is appropriate for my eighth grade students abilities
because it is an upper-mid level cognitive function in Bloom’s taxonomy and lower level
demands such as “define” and “compare” build and scaffold (Bruner) to a larger analysis and
examination. ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ To “examine” global population phenomena is to perform a detailed inspection to recognize the
patterns of growth, distribution, and movement of peoples around the world and to determine
the underlying causes. The format of segmented or “chunked” instruction throughout lessons 2
and 3 focuses on one aspect of the respective learning target at a time. The segment of
instruction typically begins with me asking students probing questions, then presenting
instructional content including visual supplements such as thematic maps and population data
charts, followed by informal assessment questions to gauge understanding and deepen student
learning. For example, the instructional phase of lesson plan 2 begins with a video on
population growth, followed by a summary and clarification by me, which leads to a series of
probing questions and instruction on factors of population growth. This particular learning
segment concludes with an informal assessment relevant to the examination of this aspect of
the learning target (instructional materials 2.1 slides 2-4). Assessment questions include: Why
is global population rising? Why have global death rates fallen? What two things must be true in
order for a population to grow? How is it possible that Earth’s birthrate has been slightly
declining for the past 60 years, yet the global population is rising? This level of inquiry is
consistent with the language function “examine” in the context of factors of population growth.
Every segment of lesson 2 and 3 learning targets have similar levels of analysis, which are
related to the broader examination of the central focus of the learning sequence. ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
 Vocabulary/symbols
 Plus at least one of the following:
 Discourse
 Syntax
[ In prompt 4a, I briefly mentioned other language demands associated with the individual
lessons. Lesson 1 has “list” and “define” key terminology and concepts associated with global
population patterns as the learning target. These language demands explicitly require students
to utilize both verbal and written skills to define all of the key domain-specific vocabulary terms
associated with the central focus. The discourse utilized to communicate this content is the
vocabulary word map (instructional materials 1.1). The academic language terms death rate,
birthrate, doubling time, population distribution, urban, rural, emigrate, population density,
immigrate, refugee, urbanization, megalopolis are also used at relevant times in context in the
instructional phases of lessons 2 and 3 as well as applied in the independent practice phases
(formal assessment project).
Lesson 2 has “compare” and “analyze” as language demands. Instruction is designed to

compare countries as they differ in population growth rates and the factors that explain those
differences. It also compares the effects such growth rates have had (both positive and
negative) in different countries. Lesson 2 analysis involves examining growth rates and factors
that cause it, effects of growth rates or population decline, global population distribution patterns
and the factors that explain it, as well as the distinction between rural and urban and causes
and rates of global urbanization.
Lesson 3 language demands are to “describe” and “analyze” the causes and effects of human
migration around the world. In order to fully examine and analyze the negative and positive
effects of migration and the factors that explain it, the phenomenon needs to be described. In
other words, knowing the general patterns of where people are moving to and from as well as
knowing the general academic language associated with it. The concepts of “immigrate” versus
“emigrate” and “push” versus “pull” factors of migration are given special attention. Key points of
analysis in this lesson include: looking at specific examples of push and pull factors, examining
the global refugee crisis and putting it in historical context, and brainstorming over the positive
and negative effects associated with migration. Analysis will include cultural blending as well as
cultural clashes associated with migration. The discourse used to communicate the content of
both lesson 2 and 3 is presentation and discussion based with supplementary video, thematic
maps, and population graphs. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed in
your response to the prompt.
 Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary/symbols, discourse, or syntax).
[ There are numerous instructional strategies and materials used to support and help students
understand the various language demands. I have previously mentioned the vocabulary word
map associated with lesson 1 (instructional materials 1.1). This support explicitly guides
students to follow the language demands “list” and “define”. It also directly requires students to
engage with the domain-specific academic vocabulary used throughout the learning sequence
necessary to accomplish the central focus. The domain-specific key vocabulary, highlighted in
red, is clearly emphasized throughout the instructional slides of lessons 2 and 3 as well
(instructional materials 2.1, 3.1).
Lessons 2 and 3 rely on presentation as well as class discussion discourse to help students
examine population phenomena. In prompt 4b, I briefly describe the development process and
strategy I use to provide students with the information and tools of inquiry to analyze and fully
examine the content of a given instructional segment. Thematic maps and graphical images of
population data are key supports to this end. An example of this support (instructional materials
2.1 slide 3) is a graph displaying the exponential global population growth over time. For some
students, it will likely be insufficient merely describing the population growth, visuals of this sort
brings the content into greater focus and from a different cognitive perspective.
Video is another support used in lessons 2 and 3 (instructional materials 2.1, 3.1 url). The video
from lesson 2 for example, specifically promotes a perspective and prediction for global
population growth. The perspective of the video in a nutshell; that population growth is nothing
to worry about. This allows me to begin a discussion that employs critical thinking. I plan to ask
students whether they agree with the conclusions or whether all of the assertions are justified
and why. ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the planned formal and informal assessments provide direct evidence of
how students learn and use facts, concepts, and inquiry, interpretation, or analysis skills
to build and support arguments or conclusions about historical events, a topic/theme, or
a social studies phenomenon throughout the learning segment.
[ Prior to the lesson sequence, a formal pre-assessment is administered. The format is a series
of multiple choice, true/false and short answer questions designed to get a sense of student
prior knowledge as it relates to the central focus. A described in prompt 3c, key misconceptions
were used to help structure subsequent instruction.
As previously described, the instructional content is segmented into smaller chunks within a
lesson target. To reiterate, instructional segments all conclude with informal assessment
questions to gauge understanding and deepen student learning. All the specific informal
assessment questions are listed within the instructional phase of lesson plans 2 and 3. These
questions summarize the content of the learning segment. For example, “What is a push factor?
What is an example of a push factor? What is a refugee?, What is a pull factor? What is an
example of a pull factor?”, are the informal assessment questions asked at the end of the
learning sequence in the middle of the instructional phase of lesson 2 that discusses push and
pull factors of migration and global refugees (instructional materials 3.1 slides 4-7). The process
involves randomly asking students for multiple definitions, descriptions, and examples of push
and pull factors that demonstrate skills of analysis.
The formal post-assessment is a country specific, demographic portfolio project where students
will incorporate the tools they have learned in each lesson into a broader examination of all
aspects of the central focus within the context of a single country profile (instructional materials
2.2). They are tasked to create a slideshow presentation that provides evidence that they
understand the content and able to examine, analyze and make predictions regarding the
demographics of their chosen country. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ There are three students that I would classify as struggling learners, though only one has an
official IEP. I do not think any of the students are considered gifted learners, though there is a
noticeable difference between top student performance and the majority of students. The
probing and recall questions in the informal assessments allow me to gauge student progress in
a way that involves all students regardless of their learning profile. Imperfectly answered
questions that involve misconceptions can still be built upon by taking the useful parts and
allowing other students or I to elaborate without embarrassing anyone. Calling on multiple
students in reference to the same question also demonstrates multiple perspectives and ways
of describing and understanding content beneficial for all learners.
The formal post-assessment is not specially adapted for the IEP student or any other student;
however, there is ample in-class project work time. It is during this time (independent work
phases of lessons 2 and 3) that I roam the room, answer student questions, and clarify
misconceptions. Special attention will likely be needed for struggling learners. Students will also
voluntarily make project presentations showcasing their research findings and predictions for
their country. This demonstrates the same methods of examination applied to different countries
for the whole class to observe. Making the presentation portion of the project voluntary avoids
potential anxiety some students may have about sharing their work while still providing a cross
section of country profiles to observe, compare, and discuss. ]

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Secondary History/Social Studies

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Analyze Compare/contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Lesson 2 has “compare” and “analyze” as language demands. Instruction is designed to

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