1/22 (White)

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 will be allowed five minutes to study for a pop quiz over the European Map they have completed. Students who made a 100% on the first quiz are excluded.
2) Students will take a map quiz. They will have to identify ten different countries. The countries they identify are numbered 1 thru 10.
3) Students will work on answers and artifacts for their Immigrant Interview (Geography Alive). These questions revolve around push/pull factors and the affect their immigration/emigration has on the U.S. and their home countries.
4) Graphic Organizer over “Lost Boys of Sudan” (refugees).

Assessment

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 Interview – (Formative) During this activity I walked around the room answering questions and making sure students were on task. Students will have one more block to complete this assignment.
“Lost Boys” Graphic Organizer – (Formative Assessment) This will be graded on a scale of 0 – 100. Students are allowed to take it home to complete.

Resources: Geography Alive Text, Map of Europe, Graphic Organizer

Reflection

Mrs. Westerfield is out of school today for personal reasons and I just noticed something . . . the behavior is different (louder) and it's my own fault! I'm encouraging the students to be loud because I'm talking over them in some cases instead of talking at a lower level and having them adjust by becoming completely quiet (as they should)! I noticed the difference between how the class responded to Mrs. Westerfield and how they were responding to me. 2cnd Block I am going to pause and allow the class time to follow the procedures that have been established by Mrs. Westerfield (aka - get quiet).

. . . Just tried the "new" technique and it actually worked. The 2cnd Block responded well to the pauses and it allowed them to get settled before I began addressing them. I also noticed that the softer voice seemed to keep them quieter for a longer period of time. I guess this is proof that student/classroom behavior is not always the students fault!