Subject/Grade: Social Studies Lesson Title: Exploring ...



Subject/Grade: Social Studies Lesson Title: Exploring Identity Teacher: EVStage 1: Identify Desired ResultsOutcome(s)/Indicator(s):Grade Seven English Outcomes: CR7.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).CR7.5Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).CR7.7Read independently and demonstrate comprehension of a variety of specialized information texts including non-fiction books, grade-level instructional materials, articles, reports, reference materials, instructions, advertising and promotional materials, and websites.Social Outcomes:RW7.2Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.Grade EightEnglish OutcomesCR8.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).CR8.5Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter's point of view, values, and biases, stereotypes, or prejudices.CR8.7Read independently and demonstrate comprehension of a variety of information texts including understanding the main ideas and supporting evidence, explaining connections between new ideas and information and previous thoughts, and recognizing any biases or false reasoning.Social Studies IN8.1Investigate the meaning of culture and the origins of Canadian cultural diversity.DR8.1Develop an understanding of the significance of land on the evolution of Canadian identity.Key Understandings: (‘I Can’ statements)I can… consider the affects land, culture, and community have on identity and representation of oneself.I can… appreciate and/or empathize for the experiences others have compared to my own life experiences.Essential Questions:How does community and culture affect identity?Prerequisite Learning:They understand how to define, “Identity”. If they don’t they can use this link,To rewatch the video we will be using for an activation piece. Instructional Strategies:You tube videos, exploring text, researching over the internet. Pair- share.Stage 2: Determine Evidence for Assessing LearningResponding to provided questions on the fact sheetDiscussions within lessonStage 3: Build Learning PlanSet (Engagement): Length of Time: 50 minutes“answer guiding question”- “on blank sheet, form of your choosing”Video on Identity –watch Time: 10- 15 minutes & Use this Ice Breaker, - write out 5 values into Inquiry Binder IntroductionVideo Link: : Time: 30 minutes“You will be researching specific places with your personal final value from Ice Breaker being a guide to begin research within this area.” Continue research with the provided fact sheet; use guiding questions. (introduction to Inquiry Binder)Learning Closure: Time: 5 minutes “Share interesting facts with someone next to you.” If time!!! Materials/Resources:3-2-1 Fact SheetPossible Adaptations/Differentiation/Management Strategies:Creating groups to balance as supportsStage 4: Reflection Backwards by Design Lesson Plan TemplateProfessional Development PlanTopic: Proper speechDate:March 11, 2019Teacher: ?Emilie Verity???????????????????????????????????????????????? Observer: Tristen AndersonProfessional GoalAvoid the use of jargon: “umm, guys, okay, so, uh”Use slow, controlled speechSteps to Achieve GoalCorrect myself when I notice improper word choice.Remember to breathe. Remind myself to relax my shoulders, and my jaw. Give myself enough prep time before the lesson to review Instructions to observer (be specific):If I say any jargon, note which word it is and how often I say itIf you notice I correct myself, please note how often (roughly)If I start to speed up my speech, note which part of the lesson I do this duringData Collection: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download