1/28 (Red)

Daily Lesson Plan

Objectives

- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.

Procedures

1) Students answer their D.O.G. question for the day (5 minutes).
2) Students that have not scored a 100% on the prior Map Quizzes (Europe) will take Map Quiz #4. They will have to identify 20 different countries. The countries are identified on the map by a number (1 thru 20). Highest score of the 4 quizzes will be recorded.
3) I will pick one student to represent each of the seven immigrants. These students will come to the front of the class and I will “interview” them discussing push and pull factors.
4) Students will complete pages 67 and 68 in their Interactive Student Notebook (ISN). They will also be able to complete page 69 for extra credit.
5) While students are working on their ISN, I will review individual students Artifacts and Immigration Placards.

Assessment

D.O.G. (Daily Oral Geography) – (Formative) The class reviewed the question and answer after everyone finished. Students will have a summative quiz every two weeks over D.O.G. questions.
Map Quiz – (Formative) Students will be assessed on the quiz with a grade ranging from 0 to 100%. They will have a summative test over the twenty countries at a later date.
Immigrant Placard & Artifacts - (Formative) Students are graded on completion of the 10 prompts on the Immigrant Placard (10 points a piece). Students are graded on their 4 Artifacts (25 points a piece).

Resources

Document Camera, Geography Alive Text, Map of Europe, Geography Alive ISN, Students Immigrant Placard/Artifacts.

Reflection

Today was the start of a new lesson plan and it involved a D.O.G., Pop Map Quiz #4 (Europe), Teacher/Student Immigrant Interviews, ISN Worksheets, and grading of the Immigrant Interview Placard and Artifact that the students created. We did not have Block Red 3 today due to a Rewards program for the 2nd nine weeks. The first two blocks compared favorably on their mastery of the project. Looking at the Immigrant Placard, Block 1 had an average of 95.1% on this portion of the project, while Block 2 had an average of 94.3%. All students in both blocks had this part completed. Artifacts scores were comparable as well as Block 1 had a 95.8% average compared to a 93.1% for Block 2 (including a 0% by one student). All students except one produced all four of the required artifacts. I was very pleased with the quality of work of the artifacts as many students spent additional time out side of the classroom to add detail and significance to theirs. I was also surprised to see the averages were so close since Mrs. Westerfield graded Block 1 and I graded Block 2. It is evident that the rubric she had designed was a good guide for scoring and that we interpreted it in the same. I also was pleased to see how much the students had learned using the interactive activities. They had spent three days answering their immigrant questions, creating artifacts, and interviewing each other. It is obvious that the activities were appropriate to meet the students learning styles and it benefited in their comprehension.