Teacher:
Chris Nickel
School: Boltz
Title:
Date: 10-8-14
Grade Level:
European Union
Content Standard(s) addressed by this lesson: 7th Grade Geography Standard 2.1b: Describe the
characteristics and distribution of physical systems, cultural patterns and economic
interdependence to make predictions. Topics to include but not limited to environmental
issues and cultural diffusion (DOK 1-3).
Understandings: (Big Ideas) Students will understand that the commonalities and differences among the
countries of the European Union can benefit the individual countries as well as the whole region.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
-
List of Assessments:
The students have already researched specific countries during the last class via a web quest I provided.
I will assess students understanding based on the Post It notes worked on in groups, as well as the
worksheet the students fill out individually at the end of the lesson.
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Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
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Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
At this time I will ask the students to finish up the thought they are writing on their
worksheet and bring their attention to the front of the class. I will ask the students to
share out examples they have written about differences or similarities they found, and
their corresponding benefit to the EU or to individual countries. We will discuss various
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students answers and I will comment when necessary to round out the students
understanding. We will have a two minute period at the end for questions or
clarification.
I am using this strategy here because: I want the students to share specific examples they
have written on their worksheet. Students will get to share their work with the class, and
this will help other students to see what possible benefits others came up with. Because I
am leading the discussion, the students will dominate the conversation, but I will provide
missing pieces of information the students need to move on in the unit. My hope is that
in discussing others examples, the students who did not fully understand the answers
they should have will hear others and the point of the lesson will be clearer to them. At
this point I will also ask if students have any questions or points to clarify with me. The
answers will help me to know where I should be going in the next stages of my unit.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
During the group activity, I could have put certain groups of students together
(researching the same country) using their readiness level. I could put students who
tend to work faster with students who work at a slower pace together to balance their
timing.
If the activity is too complicated for a student, I could minimize the number of
commonalities, differences and benefits that they need to write down. They could even
work as a group and fill out the worksheet that they have worked on with another
student.
If the activity is too easy for a student, I would ask them to take it a step further and
compare the European Union to the United States. To discuss with a group at equal
readiness how the commonalities and differences between the states and the benefits to
the US.
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Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
During the group activity, I can walk around and look at what the students are writing
and help direct their thinking with specific questions. When I catch and release during
this time, the examples I share will also help the students understand what I am looking
for. Using the information the students choose to share about their countries, I can also
direct the rest of my lesson (where we need to spend more time, areas we can skip etc.).
After the students have worked on the table worksheet and we have discussed a few
possible answers as a class, I will collect it. I will then look over the assessments and put
one question at the bottom of each of the students pages to encourage them to think
about or take on further inquiry into some aspect of their answer. I will be looking for at
least two commonalities and differences, and then two benefits of each which
specifically connect with their stated commonalities and differences.
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3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
In my future lessons, I hope to develop a better command of the classroom, as well as
my teacher voice. I felt I did well keeping the class focused and attentive, but in the
future I want to be more confident speaking in the front of the class. I also hope to
include real variety in my lessons, leading to higher level thinking for the students.
Rather than just the lecture and worksheet type lesson, I want to be more creative with
my lesson plans.
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