Prompt:
The Maya are one of the largest indigenous peoples in the Western Hemisphere. Indigenous peoples are natives that have been conquered by others. The Maya work hard to protect their traditional culture; however modern day advances do surface within their daily lifestyle.
Question:
We have learned about a variety of Mayan Culture throughout chapter 10. From the list below choose TWO areas of Mayan Culture and explain how the Maya preserve their traditional culture while adapting to modern life.
- Mayan Community
- Mayan Traditional Home and Family
- Mayan Work
- Mayan Market Day
- Mayan Traditions
Monday, March 8, 2010
3/8 (Red) - Chapter 10 Asssessment
Daily Lesson Plan
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify and Match key Political and Physical location for Central America.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Students will copy D.O.G. questions down in their D.O.G. folder and look for the answer. The class will discuss the correct answer.
2) Students will turn in D.O.G. Quiz, Mayan Presentation Q/A Worksheet, and Mayan Graphic Organizer.
3) Students will complete the Central America Map Test (worth x 3).
4) Students will complete Chapter 10 ORQ Test.
Assessment
D.O.G. Quiz – (Summative) Students will answer questions based off of the D.O.G. questions they have answered for Week 19-20.
Mayan Worksheet & Graphic Organizer – (Summative) Both scores will count as a homework grade (0/100).
Map Test – (Summative) Students will have to answer 20 locations/features to the region (worth x 3 - 0/300 points).
Chapter 10 ORQ Test – (Summative) ORQ (worth x 3 – 0/300 points).
Resources: ORQ, Map Test, Document Camera.
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify and Match key Political and Physical location for Central America.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Students will copy D.O.G. questions down in their D.O.G. folder and look for the answer. The class will discuss the correct answer.
2) Students will turn in D.O.G. Quiz, Mayan Presentation Q/A Worksheet, and Mayan Graphic Organizer.
3) Students will complete the Central America Map Test (worth x 3).
4) Students will complete Chapter 10 ORQ Test.
Assessment
D.O.G. Quiz – (Summative) Students will answer questions based off of the D.O.G. questions they have answered for Week 19-20.
Mayan Worksheet & Graphic Organizer – (Summative) Both scores will count as a homework grade (0/100).
Map Test – (Summative) Students will have to answer 20 locations/features to the region (worth x 3 - 0/300 points).
Chapter 10 ORQ Test – (Summative) ORQ (worth x 3 – 0/300 points).
Resources: ORQ, Map Test, Document Camera.
Thursday, March 4, 2010
Words of Wisdom
. . . Wait for all students to stop talking/start paying attention before instructing (instead of "competing" for listeners).
. . . Otherwise, it is an unnecessary battle that is often lost!
Sincerely,
Me
. . . Otherwise, it is an unnecessary battle that is often lost!
Sincerely,
Me
Reflection - Mayan Group Dramatization
3/4/2010
Today was the first day of presentations for the Mayan Group Dramatization. This chapter was taught with a jig-saw teaching method that included all of the students to work in groups (of 4-5 students) and teach different sections from the chapter (Indigenous Peoples: The Highland Mayans). Since it was a Red day we saw three blocks perform.
Red 1 groups recorded grades of 80, 92, 97, 81, and 98 (89.6 average).
Red 2 groups recorded grades of 82, 88, 94, 83, 84, and 88 (86.5 average).
Red 3 groups recorded grades of 92, 94, 85, 76, 85, and 85 (86.2 average).
One variable to be noted that changed through out the day is that Mrs. Westerfield graded Red 1 (since she is still teaching the class), but I graded the following two blocks. I was surprised (and pleased) after calculating the scores for all the blocks that they were as close in average as they were, specifically the two blocks I graded since the products they produced were comparable. I also was pleased since Red 3 includes several students that have been identified by former teachers (and schools) of at academic risk for one reason or another. These students had the basically the same average of Red 2 which is the highest class that we have. I was also very pleased that several groups included the term “indigenous peoples” and discussed the essential question, something that their script did not require them to do. I did give extra credit for these key terms and explanations of the essential question. I felt that this was in direct response to how I have covered this term and the essential question every day immediately after the bell ringer and directly before instruction. I have done this with the goal of keeping the students focused on the “Big Idea” and I feel this was measureable in their inclusion of the same type of discussion with the class.
Today was the first day of presentations for the Mayan Group Dramatization. This chapter was taught with a jig-saw teaching method that included all of the students to work in groups (of 4-5 students) and teach different sections from the chapter (Indigenous Peoples: The Highland Mayans). Since it was a Red day we saw three blocks perform.
Red 1 groups recorded grades of 80, 92, 97, 81, and 98 (89.6 average).
Red 2 groups recorded grades of 82, 88, 94, 83, 84, and 88 (86.5 average).
Red 3 groups recorded grades of 92, 94, 85, 76, 85, and 85 (86.2 average).
One variable to be noted that changed through out the day is that Mrs. Westerfield graded Red 1 (since she is still teaching the class), but I graded the following two blocks. I was surprised (and pleased) after calculating the scores for all the blocks that they were as close in average as they were, specifically the two blocks I graded since the products they produced were comparable. I also was pleased since Red 3 includes several students that have been identified by former teachers (and schools) of at academic risk for one reason or another. These students had the basically the same average of Red 2 which is the highest class that we have. I was also very pleased that several groups included the term “indigenous peoples” and discussed the essential question, something that their script did not require them to do. I did give extra credit for these key terms and explanations of the essential question. I felt that this was in direct response to how I have covered this term and the essential question every day immediately after the bell ringer and directly before instruction. I have done this with the goal of keeping the students focused on the “Big Idea” and I feel this was measureable in their inclusion of the same type of discussion with the class.
3/4 (Red)
Daily Lesson Plan
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Groups will take turns presenting their Mayan Dramatization.
2) Students will fill out guided questions for each section that is being taught.
3) Students will also fill out a graphic organizer that will allow them to list modern and traditional aspects that exist in the Mayan communities.
4) Students will be given a D.O.G. Quiz. This quiz is a take home quiz and it is due the next time we meet.
5) The class will take part in the GEO’s Awards (Geography). Awards will be given for Best Actor, Best Actress, and Best Group Dramatization (Cast, Script, Props). These will be given to the outstanding individuals and/or group.
Assessment
D.O.G. Quiz – (Summative) Students will answer questions based off of the D.O.G. questions they have answered for Week 19-20.
Mayan Dramatization – (Summative) Groups will present in front of the class. The Mayan Rubric was supplied to each group in the previous class meeting.
Mayan Worksheet/Graphic Organizer – (Formative) I will check and see if student filled these out. These will be used as the students study guide.
Resources: Mayan Script, Props, Mayan Questions,
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Groups will take turns presenting their Mayan Dramatization.
2) Students will fill out guided questions for each section that is being taught.
3) Students will also fill out a graphic organizer that will allow them to list modern and traditional aspects that exist in the Mayan communities.
4) Students will be given a D.O.G. Quiz. This quiz is a take home quiz and it is due the next time we meet.
5) The class will take part in the GEO’s Awards (Geography). Awards will be given for Best Actor, Best Actress, and Best Group Dramatization (Cast, Script, Props). These will be given to the outstanding individuals and/or group.
Assessment
D.O.G. Quiz – (Summative) Students will answer questions based off of the D.O.G. questions they have answered for Week 19-20.
Mayan Dramatization – (Summative) Groups will present in front of the class. The Mayan Rubric was supplied to each group in the previous class meeting.
Mayan Worksheet/Graphic Organizer – (Formative) I will check and see if student filled these out. These will be used as the students study guide.
Resources: Mayan Script, Props, Mayan Questions,
Wednesday, March 3, 2010
3/3 P.A.C.E. - Economics
P.A.C.E. is a 6 week class that allows Core Content teahers to teach a subject related to their specific field and give students a broader knowledge in preperation for yearly testing. The focus in my P.A.C.E. class is economics. We will meet on White days during 3rd Block. On those days I will give a brief summary of the activities covered. I will note that thhese P.A.C.E. classes do not have homework assignments as all activities take part during class time. I also need to add that the first 25-30 minutes are used for students to read their AR books.
3/3/2010 – PACE Economics (3rd Block)
AR Books (Reading) – 30 minutes
Today we watched Money Rock (from the School House Rock series) and Scrooge McDuck & Money (Disney). Students took notes during the videos and we discussed key topics through out (I paused the videos). After the conclusion of the video students shared their notes with a partner and explained why they documented what they did.
3/3/2010 – PACE Economics (3rd Block)
AR Books (Reading) – 30 minutes
Today we watched Money Rock (from the School House Rock series) and Scrooge McDuck & Money (Disney). Students took notes during the videos and we discussed key topics through out (I paused the videos). After the conclusion of the video students shared their notes with a partner and explained why they documented what they did.
3/3 (White)
Daliy Lesson Plan
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify and Label Physical and Political features on a Map of C. America.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Students will answer two D.O.G. questions followed by a class discussion over them.
2) Students will take a Map Quiz on Central America.
3) Class will review the Mayan Presentation Rubric and expectations
4) Students will work in Groups on their Mayan Section Dramatization. The goal for today is for all groups to have dress rehearsals of their presentations.
Assessment
D.O.G. Questions – (Formative) The class will discuss the answers.
Map Quiz (C. America) – (Formative) Students will receive a grade on a 0/100 scale.
Mayan Dramatization – (Formative) I will circulate around the room. Groups also need me to sign off on their rehearsal slip.
Resources: Geography Alive Text, Essential Question, Document Camera, Map Quiz
Objectives
- Identify and Answer Daily Oral Geography questions using map skills.
- Identify and Label Physical and Political features on a Map of C. America.
- Identify the success and challenges of indigenous peoples around the world in maintaining their traditional cultures in the modern world.
Procedures
1) Students will answer two D.O.G. questions followed by a class discussion over them.
2) Students will take a Map Quiz on Central America.
3) Class will review the Mayan Presentation Rubric and expectations
4) Students will work in Groups on their Mayan Section Dramatization. The goal for today is for all groups to have dress rehearsals of their presentations.
Assessment
D.O.G. Questions – (Formative) The class will discuss the answers.
Map Quiz (C. America) – (Formative) Students will receive a grade on a 0/100 scale.
Mayan Dramatization – (Formative) I will circulate around the room. Groups also need me to sign off on their rehearsal slip.
Resources: Geography Alive Text, Essential Question, Document Camera, Map Quiz
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