USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 10/27/17

Cooperating Teacher: Laura Lowery School: Bonita Vista High Grade: 9
Subject: Human Geography Lesson/Unit Title: Language in Geographies of Identity Unit

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?) Opening Question
CCS 9.2 Determine central ideas of sources; provide summary Teacher Modeling
CC 9.4 Determine meaning of words and phrases Partner Work
Whole Class Circle Discussion
Closing

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

Student will understand the impact of language on identity especially through the lens of places.
Students will be able to describe factors that contribute to language dominance, language extinction, and mutual intelligibility.
Key vocabulary and phrases:

Dialect, Language family, Hearth, Language diffusion, Linguistic dominance, Official language, Loanwords, Endangered language, Extinct language, Mutual
Intelligibility, Diffusion

Context of Lesson (what happened previous to lesson and how does this lesson build on that)

Student will have created an identity chart and reflection on what, including language, affects their identity. Student will have read the life story of
Olive Oatman and reflected on how places influenced her identity including her language.

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 Quick-share ppt.
enter the classroom?)
3 Student journals
min Quickwrite: How does the language(s) you speak affect your identity?

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Whole Class Raise your Ppt.
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) hand when you think you
know the answer.
2 min Emoji Language Quiz.
Intro into the new chapter. Today will we be discussing language as it
applies to our identity and place.

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Eliciting responses will Doc. Camera
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) provide teacher Projector
assessment if students are Worksheet
10 min Teacher modeling how to complete the worksheet chart and modeling thought
process of thinking through the figures. Students will follow along for the first figure,
contributing. (Using
and will then be asked for input on the second figure. cards for assessing larger
range of students.
 Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Teacher will walk around Textbook
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
assessing partner work and
10
Worksheet
will check worksheet for
min In partners, students will complete the worksheet chart for a specific figure assigned comprehension and
to them. Within the worksheet additionally support is given to students when trying to completion.
create discussion questions.

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Teacher will take notes on Re-arrange Room
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing preparedness of students and Textbooks
process.)
the discussion conversation on Worksheets
20 a 5-point scale for
min Using the developed discussion questions, one partner will lead a circle participation.
discussion on their figure while the other partner will be in the outer circle
writing down everything their partner says.
Teacher will collect students
notes on their partners answers
to the questions.
Instruction Practice: (individual practice, discussion, writing process.) Reflections will be Worksheet
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?) collected as exit ticket for
teacher feedback and
min
Students will complete the reflection what they learned, what they thought checking for
of the activity, and how their own identity was changed - as an exit ticket understanding of learning
from class; which will inform the teacher if the students achieved todays
objective. goals
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Attentive eyes and ears
and connect the lesson to the unit?)

min
Check in how does language impact identity?
Possibly emphasize discussion will continue tomorrow. Encourage students
to look over figures to prepare for quiz tomorrow.

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 move quickly and I am still figuring out how to keep them
engaged. When they finish early I typically ask them more critical
questions. Thought of pairing them and giving accelerated work, but
many are friends with non-accelerated students and therefore are
helpers out of their own accord.
Struggling Readers 3 Pairing the students will allow them to process with another
person.