USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 12/1/17

Cooperating Teacher: Laura Lowery School: Bonita Vista High Grade: 9
Subject: Human Geography Lesson/Unit Title: Globalization

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)
National Geographic Standard 11: The patterns and networks of economic Review Debate Reflections
interdependence on Earth's surface, process, patterns, and functions of human Poster Read Out
settlement. Video Clips and Note taking Guide
D2. Geo.11.9-12: Evaluate how economic globalization and the expanding use of Pair and Shares
scarce resources contribute to conflict and cooperation within and among countries Preview Homework

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will continue to evaluate the pros/cons of globalization by taking notes and reflecting on video clips from a documentary
on the fashion industry.
Students will be encouraged to develop empathy as they watch the video and reflection on their own actions and options in regard to
what they are seeing.
Key vocabulary and phrases:
Globalization, Fashion Industry, Fair Trade, Environmental factors, pollution
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Students created a concept map with key terms and analyzed videos/photos of globalization.
Students have read and annotated pro/cons articles on globalization and used their articles as evidence in a class wide debate.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Seated when bell rings, Computer
enter the classroom?) attentive. Projector
Anonymous quotes from students debate reflections will be
5 min projected on the board. Students will be asked to read through the
quotes. I will restate the learning moments from the debates, and
emphasize today will be giving a visualization to what they are
reading.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Random selection share Poster on back
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) of 3 bullets simplifying wall.
the definition
10 min Who feels they have a loud reading voice? Students reads
globalization poster on the back wall. Students are told in pairs they
need to come up with three bullet points for what that definition
means to them. Student reads the poster again. Studetns work then
share by random selection
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Following along to video with Note-taking
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing note-taking guide.
process.) Guide
3 min
Students are handed the note-taking guide . Students will read the
worksheet silently for 1 minute and then asked for any questions. I
will preview the video and explain what they will be watching.
 Independent Practice: (individual practice, discussion, writing process.) Phones Away, Heads up, Video on Netflix
writing when clips are paused
25
Students will watch the clips, and reflection at specific pauses directed by teacher
min

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Talking with partner, listening WS
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) in on conversations
10 min After watching the clips, students will walk around the room and
find a partner to share each of the reflection question different
person for each question teacher will structure the switches
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)

Students will transfer a lengthy definition of globalization into 3 simplified

bullet points and share at chosen random
Teacher will listen as students share reflections with partners. Teacher will
min collect Video Note-Taking Guide to review students understanding and
encourage development of opinion in order to begin the process behind
developing a mission statement.
Students will give thumbs up or thumbs down regarding understanding of
homework.

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Thumbs up Thumbs down WS
and connect the lesson to the unit?) Doc Camera
3 min
Closet Analysis Homework Pass out WS, Preview WS, Set
expectations

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT

IEP GOALS
ADD 1 504 asks for clear instructions and longer time allotments for
completion.
STUDENTS WITH SPECIFIC LANGUAGE NEEDS

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

LTEL 2 Students are advanced reclassified and need little support, but I
do check in once or twice during class.
STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Accelerated 12 Students are seated next to struggling students to encourage support

during partner talk.
Struggling Readers 3 Sharing with partners will allow students to finish the note-
taking guide if they didnt follow the quickness of the video