Lesson Plan for Observation #4

Name: Corinne Pennock & Matt Baker Class/Subject: Ancient Civilizations (India Unit) / 8th Hour Date: 3/27/2013 Student Objectives/Student Outcomes: Students will be able to recognize India and its features on a map. Students will also understand the caste system in India. Finally, students will be able to critically analyze social systems and their impact on societies. Content Standards: 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.C.3a Explain how human activity is affected by geographic factors. Materials/Resources/Technology: Smart Board, Smart Board pen, computer, presentation, map worksheet, cooperating teacher, co-teacher, students, textbook, etc. Teachers Goals: Teachers will effectively instruct the material, keeping student attention and engaging in meaningful class activities and discussion. The teachers will effectively manage classroom behavior and answer student questions effectively and promptly. The teachers will build upon the previous lesson to further the student knowledge of the caste system in India as well as introduce the geography of India along with the effects and consequences of both. Time
2:30-2:35

2:35-2:50

Start of Class: We will greet the students as they come in the door as well as welcome them all to class as the bell rings. Matt will take attendance at the desk in the front of the room as Corinne passes back the students exit slips that they will need for class. Matt and Corinne will both ask the students to summarize what they did/learned yesterday after taking attendance and passing back exit slips. Introduction of Lesson: Matt and Corinne will start off the class by reviewing ethnocentrism and how we as an outside culture should not judge others. After setting these ground rules, Corinne will pass out the map activity while Matt explains and goes through the directions. The map activity will serve as our opening activity to get the students started. The students will be allowed 10 minutes to finish the map activity. While the students are working on the map activity, Corinne and Matt will be walking around the classroom answering questions and/or checking for understanding by looking at the answers students are producing. Once the 10 minutes has passed, Corinne will explain why we had the students do this

2:50-3:15

2:30-3:20

3:15-3:20

N/A

particular opening activity and how it ties into the lesson instruction. While Corinne is doing this; Matt will collect the map activities for a formative grade. Lesson Instruction: The lesson instruction will be delivered by both teachers in the classroom. Matt and Corinne will bounce the lesson instruction back and forth in order to keep the students attention as well as moving about the room. The lesson instruction will consist of presenting the caste system of India to the students. As a class yesterday, we simulated what the caste system looks like and we will be going more in depth today. We will be lecturing about the caste system while also asking discussion that will challenge the students to think critically about the information provided. A main focus of this lesson is ethnocentrism and how that can affect our view on other cultures. What this lesson is meant to do is give the students information and then analyze why this caste system has been in place for so long and kept order within a large society. Assessments/Checks for Understanding: Throughout the entire class period, especially during the lesson instruction, Matt and Corinne will be checking for understanding by asking questions to make sure the content is clear to students. Also, at the end of class, students will be given time to complete their exit slips (these are worksheets that are to complete a portion of everyday to help them keep track of what they learned. They are to write down two key points from the lesson as well as a question they have about the lesson or unit as a whole.). This will serve as one of our assessments as well as the map activity. Closure/Wrap-Up/Review: For closing, Matt and Corinne will be reviewing the information covered during the class while students fill out their exit slips. We will be asking open ended questions and then gauge the responses from the students to help guide where instruction will be headed for the following lesson. Professional Conduct & Leadership: Corinne: While student teaching, I have not missed a day of teaching other than in times of illness or family emergencies. While in the classroom, I have upheld all school policies and quickly and fairly deal with students that may be breaking a school rule. During Parent-Teacher conferences, I was able to discuss a students performance in the classroom as well as create success plans with parents for students that may be struggling in class. Also in these conferences, appropriate and positive language was used to describe their student and tips for improvement. Throughout my time as a student teacher, I have taken initiative to create unique and outside the box lessons that are engaging as well as challenging for students. These lessons include a Mock Trial on McCarthyism and a simulation on the caste system in India. Overall, I have upheld all of my responsibilities as a student teacher in a professional manner while also taking initiative to create success plans for students with their parents or guardians.

Matt: I have only missed 2 days of school (one for a family funeral and one for an interview. I attend all faculty meetings and professional learning community meetings. I dress professionally each and every day. I have attended student teacher professional development gatherings such as orientation and English Language Learner seminar, and I was also present and active at parent/ teacher conferences. I maintain proper conduct at all school functions and appropriate relationships with cooperating teachers and students. My language in the classroom and in meetings is always professional and appropriate.