USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 12/5&6/17

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?)
CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or Day 1
more authors for how they treat the same or similar topics, List Review Unit Activities
including which details they include and emphasize in their Global Interdependence: Geography of a Pencil
respective accounts. Preview Global Citizen Mission Statement Directions
National Geographic Standard 11: The patterns and networks of Brainstorm Claim/Evidence
economic interdependence on Earth's surface, process, patterns,
and functions of human settlement. Day 2
Mission Statement Presentations
Sweetwater Instructional Guide: Analyze the process of
globalization by researching its impact on your local community
D2. Geo.11.9-12: Evaluate how economic globalization and the
expanding use of scarce resources contribute to conflict and
cooperation within and among countries

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

Students will understand economic globalization beyond just the origin of clothing tags, through the case study geography of a
pencil by creating an origin map on google my maps.
Students will become familiar with the process of creating a google my maps to be used later in the year.
Students will develop a global citizen mission statement based on the unit learnings to describe their role as a global citizen.
Key vocabulary and phrases:
Interdependence, Globalization, Global Citizen
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.
Students have watched clips from The True Cost Documentary and filled out a note taking guide and reflection on the fashion industries effect on people,
environment, and health conditions.

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 Student share out unit
enter the classroom?) activities teacher writes White board
responses on board in order of
3 min Students will be asked to reflect on the unit, students will brainstorm
unit calendar
the activities of the unit and the teacher will write the activities on
the board to have as a reference for the rest of class.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Students fill in missing word Geography of
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that checking for following along
student need to complete before the lesson begins?) Pencil WS
Check for completed My Maps
Ask students if they know the
Computers
15
Whole Group Instruction: Read through the geography of a pencil,
teacher reads aloud, students will fill in the world when the teacher purpose of this activity then
min
pauses. Teacher will then guide students through the steps of share.
creating the google my maps (5 min)
Group Work/Individual Work: Students work on google my maps (8
min)
 Explanation of activity Globalization is not just what the tag of our
clothes says, we previously learned our identity is altered by
experiences and mixing of cultures, now we know through the pencil
example that every little aspects of a pencil contributes to a
globalized world

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Students give thumbs up or Directions
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing down for clarity and
process.)
5 min understanding of assignment
Preview Global Citizen Mission Statement Directions
Review Unit List for citation reference
Independent Practice: (individual practice, discussion, writing process.) Students working silently WS
5 min Students Brainstorm Mission Statement

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Students will be asked to show
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) on their hands on many more WS
5 min minutes they would like to
Students pair & share ideas and help each other collaborate.

Independent Practice: (individual practice, discussion, writing process.) Teacher walks around room, WS
20 check on target students
min Students will finish brainstorming and/or write mission statement

Evaluate Understanding/Assessment: (How will I know if students have achieved

todays objective?)

Students will share aloud the purpose behind the geography of a

pencil activity.
Teacher will walk around and make sure every students has
completed some of geography of a pencil activity to become familiar
with google my maps.
Teacher will walk around room checking in with students regarding
their mission statement and will note exemplary statements and
share then anonymously aloud with the class.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Attentive. Any questions? Doc camera
and connect the lesson to the unit?)
See me right now after Directions
2 min
Students reminded of purpose, expectations, and plan for tomorrow. class if you are uncertain
about anything.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Check for desks in circle
enter the classroom?)
3 min
Move desks into a circle
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Point at your partner,
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) raise hand if you dont
have one.
5 min Explain process of presentation go around the circle, one person
will read, everyone listens, snaps when finished, a chosen partner
will give one complement of statement
Students lock eyes and connect with a peer across the circle from
them who will be their chosen partner to give a complement
 Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Marking seating chart
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) regarding expectations.
45
min Snaps at completion.
Students present Global Citizen Mission Statement Complement from
Partner.
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)

Students meet criteria within directions of mission statements while

reading statement aloud.
Students show actively listening by complementing their peers.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Attentive Eyes, Silence Computer
and connect the lesson to the unit?)
Projector
Students listen and read along to the lyrics of Waiting on the World
to Change
5 min Teacher then tells students, the wait is over because you citizens
have a mission for change
Students are asked to sit quietly and reflect on what they can go
outside of their mission statement to make a difference until the bell
rings

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 During writing portions of class students will be checked with

multiple times to ensure understanding and ability to convey
their thoughts.
STUDENTS WITH OTHER LEARNING NEEDS

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

Accelerated 12 Students will be asked to support those around them if I cannot

get to everyone.
Struggling Readers 3 Students will be check in with during the writing portions
similar to LTELs.