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9th Grade Social Studies Skills Thurs 5/17 Lesson Plan: Paper Bag Game Objective: Students will

experience the difficulties in earning money and buying needed items within India. Students will evaluate (evaluation) what Indian poverty is like. Goal: A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns Materials Needed: PowerPoint Newspaper Glue sticks Name tags Numbered table tents Material boxes Model bags Calculators Writing utensils Bag instruction sheets Worksheets Rationale: Students have been divided into pre-selected groups. Roles have been assigned. In this way, students do not need to deliberate or argue over roles. Groups were designed to integrate ability levels and maximize cooperative behavior. The desks have been arranged in advance; thus, students need less transition time. Additionally, materials have been arranged at each workstation to minimize student prep time. Students have been provided with models of the bag making process throughout its stages and were given time to view and practice the process before carrying it out. In this way, students have been set up for success. The PowerPoint displays both rules and time during the activity, making students aware of their objectives and expectations throughout the entirety of the procedure. Procedure 45 minutes (5 mins) PowerPoint Intro Briefly connecting to the previous day and setting expectations; laying context for the game and explaining instructions (15 mins) Demonstration Showing the students how to make paper bags, providing models for each step and displaying finished examples of acceptable and not acceptable bags (15 mins) Activity Students make as many bags as possible, trading them in for rupees. The teacher monitors progress and tracks behavior/participation with notes (10 mins) Reflection- The students complete their worksheets and examine if they would be able to survive. Students then evaluate the challenges faced by those living in Indian slums.

Assessment Informal- Discussion, participation, and behavior recorded through notes. Are students acting cooperatively? Are students carrying out their roles? Are students their experience to evaluate the conditions of Indian slums? If so, are they providing good evidence? Formal- Worksheets students record initial data and outcomes



Candidate Name: Date: 5.17.12 School: Oak Creek High School School First Nine Week Placement: 1st Evaluation__ 2nd Evaluation__ Second Nine Week Placement: 1st Evaluation__ 2nd Evaluation_X_ Grade: 9 Subject(s): Social Studies

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 was focused on giving student experience in the challenges some people have earning a living. Your objectives were correctly written and clear. You connected your objectives to a state social studies standard. You planned a creative, engaging lesson for the students. Your plan included the organized and well planned group element that honored the best that cooperative learning can offer teachers and their students.

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

Evidence (Candidate and Student) You worked hard to focus the group on the need to get organize so that there was time for the entire activity. You had organized the work groups and roles before students arrived so time was used efficiently. You set clear ground rules for the cooperative activity. Your projection reminded them how to listen, be polite and stay on task. While the groups were working, you monitored and intervened with groups as necessary. By simply moving around, you heard and saw how students were doing and could reinforce those who were getting into their roles and help those having trouble.

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. ____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) . You began with a quick review of the previous days lesson. You tied it to todays activity clearly within the instructions for the activity. Your projection gave clear directions for making bags in groups and selling them to the shopkeeper. You gave the details of each role: seller, recorder, banker and factory leader. Consider asking for hands to indicate who has each role as you go. Actually, you did this right before the 15 minute work time began. You demonstrated how to make the bags with a quarter sheet of newspaper and glue. You monitored individuals carefully, providing guidance and additional instructions in a perfect balance. You waited until every kid was with you before you moved to the next step. (Be sure to get all eyes again before moving on). The timer helped a great deal. The kids became directed and more diligent because of the timer and the tone that indicated an elapsed minute. Interestingly, no group started assembly lines processes. At the end the group in front kind of organized themselves, with one kid creasing the folds to finish the bags. You brought in surprise elements involving free market, supply and demand concepts. The kids liked the possibility of getting double the price for their bags but groaned when you changed it a few minutes later to much less. They began to work together more efficiently as the time waned. (Really fun to watch!) They had more trouble with the recording activity. You redirected them to adjust the work, then work together to draw conclusions. It interesting how the math tripped them up. You worked with each group to help them over the trouble spots. At some point you may have shifted to whole group to remind them of how to handle the numbers and to check if their conclusions were logical.

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.

You managed the time really well. There was a great deal going on and you moved them through the activity with efficiency. You were able to have them process what was difficulty, what was easy, and what they learned.





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

Evidence (Candidate and Student) You collected notes as the kids were working. You noted the nice cooperation and comments they made as the game went on. This kind of formative assessment information has great value. Formal assessment is usually graded, Not sure it would work to grade individuals for this kind of group work. How else are students accountable for this learning?

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.





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)

You once again have shown your high interest in being an effective teacher. You were prepared, supportive of students and have attained the perfect balance of authority and friendliness. Ms. Flitters was very complimentary of your progress.

Overall Performance: ____Inadequate