Class: 7th Grade/Social Studies
Teacher:Lee Ann Erickson Unit: Trade and Culture
Date: 11/04 Topic: Eastern Hemisphere Geography
Lesson Title:Culture Review and Mapping Exercise
Content Objectives:
Students will be able to identify what resources are as well as the different kinds of resources available.
Language Objectives:
Students will read, interpret and write answers to questions based on reading homework from the previous day.
Students will label locations of specific countries and geographic regions on a map of the Eastern Hemisphere.
Adaption
**IEP and ELL students will receive extra instruction for clarification and extra time if needed.
Materials/Resources needed:pencils or pens, station signs, color pencils, personal atlases, computer, class set of laminated maps and/or globes
Note to self:
Write on the board Agenda items:
1. Exit Pass: Elements of culture
2. Review of “Trade” reading
3. Personal Atlas
4. Suggested Homework- Review/Re-read both reading packets for Monday 11/7
Welcome/Fill in Agendas and settle down.
As you are filling in your agenda, I am going to go around the room and pass out an index card to you. Hold onto it and when you finish your agenda I will tell you what we are going to do with them.
Once you finish your agenda please refocus and turn your eyes my way.
Set:
It’s Friday and I would really like to play a game with you at the end of class, we weren’t able to yesterday because there wasn’t enough focus during the lesson review and actives. Today we are going to review the reading and then work on the atlases you started again and I want a chance to talk to as many of you individually as possible about your culture notes.
Input:
Just like Wednesday, I would like to see how many of you did the reading. We are only going to spend 15 minutes doing this please stay on task and we will move on to working on the atlases. Please raise your hand. Go ahead and get up and move to the other side of the room and choose a partner to work with and also just like Wednesday, write both your names on one piece of paper and that is what you will turn in when we are done. Those of you have not done the reading come over here and we will go through the reading. (15 min)
transition 2 min
Closure: What are some of the answers you came up with in your small groups? Did anyone have some good examples based on the questions?
Please hand in what you wrote for the small group discussion. We will have a class discussion about this reading on Monday. I would suggest you go over the reading again this weekend. If you need a new copy of either of the reading packets please ask for one after the class has started working on their personal atlases.
transition 3 min
Let’s refocus, eyes up here
Some of you did not turn your notes back into me yesterday. Please get those out now if you didn’t give them back to me yesterday.
Set:
Can I have two volunteers to hand out the maps from yesterday, if you were not here, or forgot to turn in your map please come see me or get yours out. There are a few people I would like to see individually about your map and then once you are focused on your map I will call for people individually to go over your culture notes.
(25 min)
Closure: As a whole class let’s review the locations you’ve been adding to your map. As I point to a point on this atlas raise your hand and tell me what it is that I’m pointing at.
**If there is time we’ll play a game: Whozit, Whatzit?
Example:Docked Hearse Whose (Clue: person) -- Dr. Seuss
Lesson Reflection:
Students had a hard time focusing today. While we were able to make it through the small group discussions and move on to working on their personal atlases I needed to refocus them a number of times throughout the lesson.
While I wanted to play the game with them, because of the problems they had staying on task I decided not to play the game, not as a punishment, but because they hadn’t make the progress on their maps that they needed to make so that on Monday we could start with the section on resources as they applied to the regions we’d been looking at and tying them in to trade routes.
One thing I was very pleased with was that as I walked around answering individual questions, most of their questions had to do with not being able to find some of the elements we were covering and I was able to have them find a point they did know and then I could give them directions, saying “Move your finger north and then east and it’s there” or simply say if they were looking for the Red Sea, for example, that it was west of Saudi Arabia and they remembered their compass well enough to remember how to find elements that way.
I did have an opportunity to speak to a few students about their notes today and most just wanted clarification on how to make their notes more clear or add more depth for understanding of the unit.
As I mentioned above today they had a hard time focusing so I got the opportunity to use my classroom management skills and practice consistence in the tone of my voice and diplomatic solutions to frustrating situations. Such as students wanting to wander around the class the whole time or students who kept talking to their friends rather than focusing on their work.
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