Name: - Daniel Barahona - Grade Level Being Taught: Subject/Content: Social Group Size:14 Date of Lesson: 11/19/14
Name: - Daniel Barahona - Grade Level Being Taught: Subject/Content: Social Group Size:14 Date of Lesson: 11/19/14
Name: - Daniel Barahona - Grade Level Being Taught: Subject/Content: Social Group Size:14 Date of Lesson: 11/19/14
Date of Lesson:
11/19/14
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
What will students know and
be able to do after this
lesson?
Include the ABCDs of
objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)
Example: C: Given a
sentence written in the past
or present tense, A: the
SS.3.G.3.1 Describe the climate and vegetation in the United States, Canada, Mexico,
and the Caribbean.
SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and
the Caribbean.
SS.3.G.2.5 Identify natural man-made landmarks in the United States, Canada,
Mexico, and the Caribbean.
What defines a region?
How can students describe the climate, vegetation, natural resources, and landmarks
of the United States?
Students will be able to describe important features of each of the five regions of the
United States by creating a regional poster and collaborate with groups to describe the
vegetation, natural resources, climate, and landmarks of the United States with few
errors.
Date of Lesson:
11/19/14
Evaluation Plan:
Formative: Region Posters
I will collect the region posters to determine how groups are able to describe the
features of their region. Also, I will interact with each group, guiding them with their
process and asking questions.
Summative: Essay
Students will answer the essential question, What defines a region?
Date of Lesson:
11/19/14
Students will continue learning about the five regions. They will define the regions by
their features and describe them in a group setting. Th groups will create region
posters which will help them to be engage with describing their region.
Lesson Implementation
Collaboration/cooperative learning: students will be in control of their learning.
Direct lecture: I will provide directions for the students to get started on their group
work.
Time
Who is
responsibl
e (Teacher
or
Students)?
Date of Lesson:
11/19/14
Date of Lesson:
11/19/14
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Ask students to label the states of their region. Then ask students to write a sentence
to describe what is climate and vegetation and give an example of each.
How will you differentiate instruction for students who need additional
language support?
Use pictures and symbols to help with the explanation. Allow the student to work with
a native speaker that can help them throughout the activity.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
Date of Lesson:
11/19/14