Course: - Duke University



Course: ________ESL_________ Block/Period: _________________ Date: __2011_______

Topic: ___Social Studies and writing__________ Unit: ____________________ Teacher: Dr. Sawyer____

Essential Skill (What does the student need to know before doing this lesson? Learner will write a story using dialogue between two friends about their countries’ history, culture. Learner will compare and contrast two countries: one from Africa and another that is student choice.

|Bloom’s Taxonomy |Verbs for |Objectives |Instructional Activities |Assessment |

|Revised |Objectives | | | |

| |(Power Words)|Competency |Purpose: This lesson is designed for an elementary or middle school (ESL 7th) social studies class. After learning about the two |_x_Teacher observation |

|_x_Remembering | |Goal 11- |countries, the students will write a dialogue between two friends about their countries. |___Performance |

|_x Understanding |___Analyze |Objective: |The teacher will show the class two maps. A student will identify the location of USA and Egypt. |_x_Written Assessment |

|_x_Applying |(An) |11.03- |Students will read selections from textbooks or readers about Egypt and the USA in pairs. Class discussions will follow. |___Essential Question |

|_x_Analyzing |___Classify |Compare |The teacher will post a KWL chart and inquire about student’s knowledge of Egypt. The teacher will show the following video clips: |___Pre/Post Assessment |

|___Evaluating |(E) |characterist|, |___Oral Response |

|___Creating |___Compare |ics of |Teacher will present history of US and its government using powerpoints from the following site: Slip |

| |(An) |political, |As a class activity, students will access on their laptops the following site: and learn |___Journal Entry |

| |___Contrast |economic, |about the geography of the United States. |___Pictorial Representation |

| |(An) |religious, |Landforms: |_X_Product |

| |___Create (E)|and social |US Landmarks: |_x_Student Discussion |

| |___Define (K)|institutions|Create a flip book of the 50 states: |___Other ( ) |

| |___Describe |of selected |US history: | |

| |(K) |cultures and|United States’ Presidents: | |

| |___Design (S)|evaluate | | |

| |_x_Develop |their |Students will learn about Egyptian culture and history. | |

| |(An, S) |similarities|In pairs, students will create a Venn diagram comparing and contrasting the cultures and history of Egypt and the USA. Afterwards, | |

| |___Evaluate |and |there will be a class discussion. | |

| |(E) |differences.|For review, students will play Government Jeopardy with laptops: | |

| |___Formulate | |Compare and contrast the types of government: democracy, | |

| |(S) |Standard 5: |monarchy, republic, and dictatorship using a Venn Diagram. | |

| |___Identify |English |Compare and contrast the American and Egyptian Revolution of | |

| |(K) |language |2011 using appointment cards. | |

| |___Infer (C) |learners |Students will also play Fayettewood Squares to review basic | |

| |___Justify |communicate |facts about US history: teach.. | |

| |(E) |information,|[pic][pic] | |

| |___List (K) |ideas and |Review powerpoint above and the types of government. | |

| |___Solve (AP)|concepts |Student will select two countries to compare and contrast and | |

| |___Summarize |necessary |create a PowerPoint, Alice World, newsletter or another presentation explaining the countries’ government, culture, history etc. | |

| |(C) |for academic|Discuss highlights of American Revolution and compare to the revolution in Egypt. | |

| |___Support |success in |Review writing a dialogue and how to use quotation marks. Chart paper and macaroni | |

| |(E) |the content | | |

| |___Predict |area of | | |

| |(C) |Social | | |

| |_x_Use (Ap) |Studies. | | |

| | | | | |

| | |Comp. goal 6| | |

| | |The learner | | |

| | |will apply | | |

| | |conventions | | |

| | |of grammar | | |

| | |and language| | |

| | |usage. | | |

| | |Objectives | | |

| | |6.01 and | | |

| | |6.02 | | |

| | | | | |

| | | | | |

|Reading Strategies | |Essential | |Closure |

| | |Questions | | |

| | |Compare and | |Complete the exit ticket. What |

|Clarifying | |contrast two| |have you learned today? |

|Evaluating | |countries. | | |

|Connecting | | | |Compare and contrast the |

|Predicting | | | |American and Egyptian |

| | | | |Revolution of 2011. |

| | |Materials |Key Vocabulary |Homework |

| | |needed | | |

| | |Student |Revolution | Student will select two |

| | |Recording |Capitalist |countries to compare and |

| | |Sheet |Republic |contrast and create an Alice |

| | | |Democracy |World depicting a conversation |

| | |Laptops |Culture |between two friends explaining |

| | | |Judicial |their countries’ government, |

| | |PowerPoint |Executive |culture, history etc. |

| | |Presentation|Legislative | |

| | | |Pharaoh | |

| | |Videos | | |

| | |Chart paper | |Additional games and resources:|

| | |Index Cards | |

| | |Markers | |/PPT-games/ |

| | |Smart Board | | |

| | | | |

| | | | |12%20Standards%20web.pdf |

| | | | | |

| | | | | |

| | | | | |

Higher Order Questions:

1. Why are revolutions necessary? (Inference)

2. In your own words describe a situation where revolutions are necessary. (Inference)

3. Define in your own words the meaning of culture. (Recall)

Differentiation: Have students work in pairs to create a presentation to reflect their learning about different countries: PowerPoint, newsletter, Alice world etc. Lower level students may use to create a talking Avatar.

Reflection: What do I want my students to be able to do after this lesson? They should be able to: compare and contrast types of governments and discuss the history, culture of African, Asian, or other countries. Are students able to write a dialogue between characters? Have students creatively implementing technology to demonstrate their creativity and understanding of the subject matter?

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