SED 464 Inquiry Based Lesson

Teacher(s): Tess Alexander Subject: History/ Spanish

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Strand 4: Geography

Concept 1: The World in Spatial Terms

PO 2. Interpret maps and images (e.g., political, physical, relief, thematic, Geographic Information Systems

[GIS], Landsat).

PO 3. Use appropriate maps and other graphic representations to analyze geographic problems and changes over

time.

Concept 2: Places and regions

PO 1. Identify the characteristics that define a region:

a. physical processes such as climate, terrain, and resources

b. human processes such as religion, political organization, economy, and demographics

PO 4. Analyze the differing political, religious, economic, demographic, and historical ways of viewing places

and regions.

PO 5. Examine how the geographic characteristics of a place affect the economics and culture (e.g., changing

regional economy of the sunbelt, location with respect of natural hazards, location of Panama Canal, Air Force

Bases in Arizona).

Concept 4: Human Systems

PO 2. Analyze push/pull factors that contribute to human migration.

PO 3. Analyze the effects of migration on places of origin and destination, including

border areas.

Strand 5: Economics

Concept 4: Global Economics

PO 1. Analyze the similarities and differences among economic systems

ISTE Standards

Students

Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their

learning goals, informed by the learning sciences.

Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an

interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,

tools, styles, formats and digital media appropriate to their goals.

Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and

working effectively in teams locally and globally.

Teachers

Learner
Educators continually improve their practice by learning from and with others and exploring proven and

promising practices that leverage technology to improve student learning.

Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve

teaching and learning.

Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world.

Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share

resources and ideas, and solve problems.

Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner

variability.

Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to construct a well-read letter to be sent to a pen pal, based on a given prompt.

Students will be able to translate a letter from English to Spanish.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Students will turn in a final copy of their email, before they send it to their pen pal, for a grade.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)
 Students will be assigned a pen pal.
Students will follow prompts in writing to their pen pal.
Students will learn the culture and history of Mexico, both through their letters and in class.
Students will practice their Spanish-speaking skills through writing their letters.
Key vocabulary: Materials/Technology Resources to be Used:

Pen- pal Pencil

Letter Paper

Email

Computer

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Introduce the project to the students, giving an overall explanation of how it will work in the long-run (relating to the trip at
the end of the year and what we are learning in class); however, we are just practicing the first step today.

Teacher Will: Student Will:

Assign pen pals from (collaborating school in Mexico) to Be given a pen pal assignment.
Instructional Input

each student. Describe first introductory prompt that

students will have to write and what is expected in the
writing prompt.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

During the explanation, I will provide due dates for each of the prompts, in a written rubric for the class.

Teacher Will: Student Will:

Describe first introductory prompt that students will have Listen to the explanation and then brainstorm their first
to write, and what is expected in the writing prompt. introductory email, that will be sent by the end of the
Guided Practice

period on Friday.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Students will have a paper copy of the prompt so that they can look at it again if they need clarification. They will
also be able to work with their shoulder partner, if they are having trouble.

Teacher Will: Student Will:

Offer assistance in drafting letters to students and answer Work on their first draft of their introductory email to
Independent Practice

questions that they may have. their pen pal (actual writing, grammar, etc). A final
draft will be due on Friday, when their email should be
sent to their pen pal.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

For those who might be having a hard time writing their letters, I could possibly take a small group to work with
 separately in the back room.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

As a closing, I will have a class discussion (about 5 minutes) gauging how the students feel about the prospect of
this project. Some questions may include:

What do you hope to teach you pen pal from this experience?

What can you learn from someone in another country?