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    This lesson plan outlines a multi-day unit for grade 9 students on global issues. On the first day, students will analyze current events related to their assigned global issues and consider new perspectives. They will research and add events to a class timeline. Subsequent lessons have students determine the historical onset and events of their issue, write a journal entry, and continue adding to the timeline. The plan provides differentiation strategies and checks for understanding individual students.

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    This lesson plan outlines a multi-day unit for grade 9 students on global issues. On the first day, students will analyze current events related to their assigned global issues and consider new perspectives. They will research and add events to a class timeline. Subsequent lessons have students determine the historical onset and events of their issue, write a journal entry, and continue adding to the timeline. The plan provides differentiation strategies and checks for understanding individual students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    39 views6 pages

    Example Lessons For Portfolio 5

    Uploaded by

    api-239090309
    This lesson plan outlines a multi-day unit for grade 9 students on global issues. On the first day, students will analyze current events related to their assigned global issues and consider new perspectives. They will research and add events to a class timeline. Subsequent lessons have students determine the historical onset and events of their issue, write a journal entry, and continue adding to the timeline. The plan provides differentiation strategies and checks for understanding individual students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 6

    Lesson

    Title/Focus
    Subject/
    Grade Level
    Unit

    Current Events of
    Issue

    Date

    Nov 18

    Grade 9 Humanities

    Time Duration

    80 min

    Global Issue Novel Study Teacher

    General Learning
    Outcomes:
    Specific Learning
    Outcomes:

    Courtney Dvorkin

    OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


    GLO: 2 Comprehend literature and other texts in oral, print, visual, and multimedia
    forms, and respond personally, critically, and creatively.

    Demonstrate a global consciousness with respect to humanity and world


    issues

    Understand historic and contemporary issues, including controversial issues


    from multiple perspectives

    1.2.1 Consider new perspectives

    2.1.2 Understand and interpret content


    LEARNING OBJECTIVES

    Students will:
    1. Determine the current events surrounding a global issue they are studying
    2. Consider their issue from a new perspective in time
    3. Create a timeline that documents these events

    ASSESSMENTS
    Key Questions:
    Products/Perform
    ances:

    Italicized throughout plan


    Timeline consisting of current events pertaining to global issues
    Assessment Tool to be completed at end of entire task.

    LEARNING RESOURCES CONSULTED

    Alberta Program of Studies


    http://www.cnn.com/videos/tv/2015/1
    1/16/paris-terror-attacks-tic-tocmobile-orig.cnn (attacks in 1 min)
    http://www.cnn.com/2015/11/14/world
    /what-happened-in-paris-attackstimeline/ (news report)
    http://www.cbsnews.com/live/video/fr
    ench-air-force-drops-bombs-on-targetsin-syria/ (air strikes)

    MATERIALS AND EQUIPMENT

    Laptops/Smartboard/Whiteboard
    Unit Website
    Timeline
    Links for Video

    PROCEDURE
    Attention Grabber
    Learning Activity
    #1

    Introduction
    Write The Reality of Today on the board.
    Body
    Present Day Current Event
    Show news clips of Paris attacks. Have students discuss in
    small groups.
    Who can tell me what happened in Paris on Friday Nov
    13?
    What is this demonstrating in terms of our current
    unit?
    What are your thoughts on this as a global issue?

    Time
    1
    Time
    20

    Assessments/
    Differentiation:

    Learning Activity
    #2

    Assessment/
    Differentiation:

    Who has war/conflict as their global issue in their


    novels? How do you think this has changed from the
    past?
    What are the perspectives surrounding this?

    (wh): how engaged are students in the conversation?


    (inq): can students make connections to their novels and the
    impacts on quality of life?
    - Watch news clip to help those visual learners - have group
    discussion to aid the auditory learners.
    Investigate
    - Students will begin investigating current events surrounding
    their issues in real life by following the prompts on the unit
    website.
    - They will then need to begin creating and posting events and
    knowledge to the timeline. (Continue same format as previous
    - names and style).
    What are the particular events pertaining your issue
    today?
    Have the ideas and perspectives of this issue since
    changed from its beginning? What are these
    perspectives?
    How is it affecting the quality of life of individuals?

    55

    (ks): Are students able to take the knowledge they have


    discovered and use this to determine a beginning and ending
    point for our timeline?
    (inq): Are students able to question and explore deeper into the
    significance of their issue in todays time?
    (inq): Are students able to consider new perspectives
    pertaining to their issue?
    (inq): Are students able to discern and analyze the context of
    information they are looking into?

    Carlin: talk through her novels issue, and help her to


    determine where she should start with her research.
    Lay out a set number of historical events for her to look
    into. Is there a way we can have her record?
    Ibrahim: be sure to sit with him and ensure he
    understands his task. Talk him through his issue and
    discuss how he should approach his research. Make
    sure he writes this down so he can refer back while
    working.
    Juan: check in with him to make sure he knows his
    task. Is there a way I can make this simpler for him?
    Frequent checkins to ensure he does not get lost. ensure he is using his strategies for language.
    Closure
    Transition To Next Inform students that on Monday we will begin looking into the
    Lesson
    how the distribution of power impacts citizens and their issues.
    Sponge

    Read their novel

    Time
    1

    Activity/Activities

    Lesson
    Title/Focus
    Subject/
    Grade Level

    The History of Your Issue


    Date
    Contd
    Time
    Grade 9 Humanities
    Duration

    Unit

    Global Issue Novel Study

    Nov 17
    80 min

    Teacher

    Courtney Dvorkin

    OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


    General
    GLO: 2 Comprehend literature and other texts in oral, print, visual, and multimedia forms,
    Learning
    Outcomes: and respond personally, critically, and creatively.
    Specific

    Demonstrate a global consciousness with respect to humanity and world issues


    Learning

    Understand historic and contemporary issues, including controversial issues from


    Outcomes:

    multiple perspectives
    1.2.1 Consider new perspectives
    2.1.1 Discern and analyze context
    2.1.2 Understand and interpret content

    LEARNING OBJECTIVES
    Students will:
    1. Determine the onset of and historical events about a global issue they are studying
    2. Create a timeline that documents these events

    ASSESSMENTS
    Key Questions:
    Products/Performanc
    es:

    Italicized throughout plan


    Timeline consisting of historical events pertaining to global
    issues
    Journal Entry A

    LEARNING RESOURCES CONSULTED

    Alberta Program of Studies

    I Have a Dream Video


    http://www.youtube.com/watch?
    v=3vDWWy4CMhE

    MATERIALS AND EQUIPMENT

    Laptops/Smartboard/Whiteboard
    Unit Website
    Markers
    Lots of Paper (large brown roll)

    PROCEDURE
    Attention Grabber
    Learning Activity
    #1

    Introduction
    Show MLK I Have A Dream Speech
    Body
    Proposals for Blog Posts/What to Look For...
    - Review the task with the students. Have them recall what they
    are working on and why.

    What is the historical starting point of your issue?


    What are some historical events surrounding your issue?
    - Introduce students to the expectations for blog posts. Show
    them the form they need to fill out in order to propose what
    they want to do a post about - with this they will also tell me

    Time
    6
    Time
    10

    Assessments/
    Differentiation:

    Learning Activity
    #2
    Assessment/
    Differentiation:

    Learning Activity
    #3

    Assessment/
    Differentiation:

    what they want me to assess them on.


    Students should be thinking critically about what they
    want to blog about. The focus is on INQUIRY!
    Tell them they should be brainstorming ideas as they are
    reading!
    Some may already have an idea and can propose this
    asap.
    - As a group we will then discuss what I should be looking for in
    terms of assessment for this as there are 3 mini lessons in one!
    (format?)
    (comm)/(ks): Are students able to communicate rational and
    logical concepts to be a part of the assessment tool for the
    timeline?
    Journal Entry A
    Give students time to work on this journal entry as they did not
    have class time before. (check unit website or journal entries
    doc for questions)
    (ks): Can students determine the historical significance of their
    issue?
    (inq): Can students compare and connect the qol of characters
    versus people facing similar situations today, or themselves?
    (inq): Are students beginning to see the relationship between
    their piece of literature and it bringing out empathy?
    - Carlin: does she want to audio record her answers?
    - Juan: check in for understanding.
    - Ibrahim: clarify and check for understanding. Does he need
    more time?
    Investigate
    - Students will continue investigating the history of their issue
    in real life by following the prompts on the unit website.
    - They will then need to begin posting events and knowledge to
    the timeline. (print off what they are putting up - watch the
    size. They will also need to be putting their initials beside their
    posts so that I know who has contributed what.
    (ks): Are students able to use the knowledge they have
    discovered and use this to determine a beginning and ending
    point for our timeline?
    (inq): Are students able to question and explore deeper into the
    historical significance of their issue?
    (inq): Are students able to consider new perspectives pertaining
    to their issue?
    (inq): Are students able to discern and analyze the context of
    information they are looking into?

    Carlin: talk through her novels issue, and help her to


    determine where she should start with her research. Lay
    out a set number of historical events for her to look into.
    Is there a way we can have her record?
    Ibrahim: be sure to sit with him and ensure he
    understands his task. Talk him through his issue and
    discuss how he should approach his research.
    Juan: check in with him to make sure he knows his task.
    Is there a way I can make this simpler for him?

    25

    35

    Closure
    Transition To Next Inform students that on Tomorrow we will begin looking into the
    Lesson
    current events surrounding their issue.
    Sponge Activity
    /Activities

    Time
    1

    Read their novel

    Lesson Title/Focus
    Subject/
    Grade Level
    Unit

    The History of Your Issue


    Grade 9 Humanities
    Global Issue Novel Study

    Date
    Time
    Duration
    Teacher

    Nov 12
    80 min
    Courtney Dvorkin

    OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


    General
    Learning
    Outcomes:
    Specific
    Learning
    Outcomes:

    GLO: 2 Comprehend literature and other texts in oral, print, visual, and multimedia
    forms, and respond personally, critically, and creatively.

    Demonstrate a global consciousness with respect to humanity and world issues


    Understand historic and contemporary issues, including controversial issues from
    multiple perspectives
    1.2.1 Consider new perspectives
    2.1.1 Discern and analyze context
    2.1.2 Understand and interpret content
    LEARNING OBJECTIVES

    Students will:
    1. Determine the onset of and historical events about a global issue they are studying
    2. Create a timeline that documents these events

    ASSESSMENTS
    Key Questions:
    Products/Performances:

    Italicized throughout plan


    Timeline consisting of historical events pertaining to global
    issues

    LEARNING RESOURCES
    CONSULTED

    Alberta Program of
    Studies

    MATERIALS AND EQUIPMENT

    Laptops/Smartboard/Whiteboard
    Unit Website
    Markers
    Lots of Paper (large brown roll)

    PROCEDURE
    Introduction
    Time
    Attention
    Grabber

    Write It All Began When on the board


    Body

    0
    Time

    Learning
    Activity #1

    Website
    - Direct students to the unit website and discuss the History of Your
    Issue section.
    - Inform students on their task of the day and the purpose behind it.
    - Have them brainstorm for 8 minutes what they already know about
    their issue and what they want to know (KWL chart).
    What do you already know about your issue?
    What do you want to know about your issue?
    What is the historical starting point of your issue?
    What are some historical events surrounding your issue?
    Assessments/ (ks): Are students demonstrating their existing knowledge?
    Differentiatio (inq): Are the students using their existing knowledge as a means to
    n:
    question the topic further?
    Learning
    Investigate
    Activity #2
    - Students will begin investigating the history of their issue in real life
    by following the prompts on the unit website.
    Assessment/ (inq): Are students able to question and explore deeper into the
    Differentiatio historical significance of their issue?
    n:
    (inq): Are students able to consider new perspectives pertaining to
    their issue?
    (inq): Are students able to discern and analyze the context of
    information they are looking into?

    15

    55

    Learning
    Activity #3

    Assessment/
    Differentiatio
    n:

    Transition
    To Next
    Lesson

    Carlin: talk through her novels issue, and help her to


    determine where she should start with her research. Lay out a
    set number of historical events for her to look into. Is there a
    way we can have her record?
    Ibrahim: be sure to sit with him and ensure he understands
    his task. Talk him through his issue and discuss how he should
    approach his research.
    Juan: check in with him to make sure he knows his task. Is
    there a way I can make this simpler for him?
    Timeline
    - As a class we will determine what year we want our timeline to
    begin and when we want it to end.
    - I will spend time outlining & creating the timeline (probably after
    school).
    - If there is time students can assist with this in class.
    (ks): Are students able to use the knowledge they have discovered
    and use this to determine a beginning and ending point for our
    timeline?
    Closure
    Inform students that on Tuesday we will continue this along with
    looking into the current events surrounding their issue.

    Sponge
    Activity/Activities

    Read their novel

    10

    Time
    1

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