NAME Curtis Whitley
TITLE OF LESSON: Investigating your identity, social locators and business
CURRICULUM AREA & GRADE LEVEL: 12th grade Economics
DATE OF LESSON: 3-27-14
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme
The students will identify where they would place themselves within the class spectrum, and then compare what they have learned from that investigation to their responses to the seven social locaters. Then the students will see if the social locators correspond to aspects of their placement somewhat or not at all. Based on this investigation the students will have a starting point to investigate resources for assistance in beginning a personal business.
ESSENTIAL QUESTIONS
1. What is a safe space?
2. How do we operate within a safe space?
3. What is identity?
4. Are the seven social locators an accurate representation of a persons identify, and or who they are?
OBJECTIVE(S) OR LEARNING GOAL(S) – The students will be able to identify the social locators, compare and contrast their placement on the social spectrum against their placement using the locaters.
· Cognitive
ASSESSMENT(S) -
· Formative - progress-monitoring- The students will produce a journal entry that provides evidence of their thinking and or introspection answering where they believe they should be placed on the class strata. The students will also produce a poster providing evidence of their responses to the social locaters, followed by a quick write reflection comparing and contrasting the two products.
PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions
This lesson poses two notable challenges, first, it requires deep thinking, and or introspection. The students may be uncomfortable or reluctant to share what they think. I will have to model this reflection for them by modeling my thinking in response to the lessons questions. Second, a lot of personal information will be circulating in the classroom toady. I will have to remind the students of how we keep our classroom a safe space, and keep an eye out to praise appropriate behavior and address inappropriate behavior.
INSTRUCTIONAL STRATEGIES: What the teacher does
The teacher will:
· Review the components of active listening, confidentiality (what a classmate shares here stays here ), and withholding judgment. (5min)
· Provide a definition of social class via the projector and read it for the students. 1mim
· Instruct the students to identify in their journals where on the social class spectrum they would place themselves, followed by their reasoning. 10 min
· The instructor will take 1 or 2 volunteers to share their entry if they wish to do so. 2 min
· Provide definitions and examples for each of the seven social locaters using Google presentation. 15-20 min
· direct the students to write each locater in their own words within their notes before the class moves on to the next
· Instruct the students to share their definitions in their own words with a student next to them 2 min
· direct the students to write down their responses to each of the social locaters on a piece of paper, if they need clarification or are not sure about a response I or a classmate will provide clarification for that student. 5 min
· direct 3 students to pass out markers and poster paper to each student 2 min
· Direct the students to transcribe their responses onto the poster paper 5-10 min
· Ask the students to conduct a silent gallery walk around the room. 5-7 min
· Ask the students what they noticed about the posters, and similarities and or differences. 2 min
· Ask the students to compare their journal entries with the information and understanding they now have about the social locaters. Do the social locaters accurately represent where you believe you are positioned in society? 5 min
· Instruct the students to brainstorm with a partner on where they could look for support concerning creating a business based on their posters.
STUDENT ACTIVITIES: What the students do
· The students will provide examples of active listening, confidentiality and reserving judgment verbally
· Read and listen to the definition of social class and ask clarifying questions if necessary.
· The students will reflect on the definition and respond to the journal prompt silently.
· 1-2 students will share with the class
· The students will listen, ask questions, take notes and comment on the definitions and examples of the 7 social locaters.
· The students will pair share for 2 min
· The students will transfer their responses onto the poster paper 5-10 min and put them up on the walls of the classroom
· compare what they know now to their journal entries
INFO ABOUT ENGLISH LANGUAGE LEARNERS
· Readiness level- CELDT level 4 Charlie can read, and speak English at a level just a bit below the level of his fellow classmates. His paragraphs are understandable, and reveal area for growth in the use of correct syntax and spelling.
· Learning profile: strengths and challenges- Charlie is an intelligent well mannered and soft spoken fifteen year old. He seems shy but will participate in group activities. He is hesitant to speak in front of the class.
· Interests—academic and/or personal He likes Superman and plays the flute.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above
· Content - what material - including key vocabulary - is learned – I do not believe that Charlie requires the level of content to be lowered in order for him to understand it. Intellectually, I believe Charlie exceeds the majority of his peers.
· Process - how the material is learned- I will provide Charlie with a copy of all the text that will be presented via the presentation so he may follow along or re read material if necessary. He is also allowed to use his cell phone to look up words he doesn’t understand.
· Product - how the learning is demonstrated- We are asking him to create shorter clearer sentences. He is allowed to write in bullet points but prefers to write in sentience format.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS
· Readiness level Vikki is a very pleasant girl who sits towards the front of class. She is classified as a SPED 290 specific learning disability.
· Learning profile: strengths and challenges she is positive and upbeat, she tends to take longer to complete in class assignments especially exams. She is also very quiet and smiles a lot.
· Interests—academic and/or personal her whole world is centered around her three horses, which she rides every week.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above
· Content - what material - including key vocabulary - is learned –the students will be working with the social locaters and their definitions.
· Process - how the material is learned I believe that having the students put the definitions in their own words will encourage her to seek clarification if she has trouble doing so. I am tempted to partner the students up while putting the definitions in their own words so that she can have another student for support.
· Product - how the learning is demonstrated – I believe that the products she can develop would be on par with her classmates, she just needs more time to work on it. She could stop when the class does the gallery walk and come in later afterschool the next day to complete her poster. I’m hesitant to have her begin before the class does because she might need clarification on some of the definitions.
TITLE OF LESSON: Investigating your identity, social locators and business
CURRICULUM AREA & GRADE LEVEL: 12th grade Economics
DATE OF LESSON: 3-27-14
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme
The students will identify where they would place themselves within the class spectrum, and then compare what they have learned from that investigation to their responses to the seven social locaters. Then the students will see if the social locators correspond to aspects of their placement somewhat or not at all. Based on this investigation the students will have a starting point to investigate resources for assistance in beginning a personal business.
ESSENTIAL QUESTIONS
1. What is a safe space?
2. How do we operate within a safe space?
3. What is identity?
4. Are the seven social locators an accurate representation of a persons identify, and or who they are?
OBJECTIVE(S) OR LEARNING GOAL(S) – The students will be able to identify the social locators, compare and contrast their placement on the social spectrum against their placement using the locaters.
· Cognitive
ASSESSMENT(S) -
· Formative - progress-monitoring- The students will produce a journal entry that provides evidence of their thinking and or introspection answering where they believe they should be placed on the class strata. The students will also produce a poster providing evidence of their responses to the social locaters, followed by a quick write reflection comparing and contrasting the two products.
PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions
This lesson poses two notable challenges, first, it requires deep thinking, and or introspection. The students may be uncomfortable or reluctant to share what they think. I will have to model this reflection for them by modeling my thinking in response to the lessons questions. Second, a lot of personal information will be circulating in the classroom toady. I will have to remind the students of how we keep our classroom a safe space, and keep an eye out to praise appropriate behavior and address inappropriate behavior.
INSTRUCTIONAL STRATEGIES: What the teacher does
The teacher will:
· Review the components of active listening, confidentiality (what a classmate shares here stays here ), and withholding judgment. (5min)
· Provide a definition of social class via the projector and read it for the students. 1mim
· Instruct the students to identify in their journals where on the social class spectrum they would place themselves, followed by their reasoning. 10 min
· The instructor will take 1 or 2 volunteers to share their entry if they wish to do so. 2 min
· Provide definitions and examples for each of the seven social locaters using Google presentation. 15-20 min
· direct the students to write each locater in their own words within their notes before the class moves on to the next
· Instruct the students to share their definitions in their own words with a student next to them 2 min
· direct the students to write down their responses to each of the social locaters on a piece of paper, if they need clarification or are not sure about a response I or a classmate will provide clarification for that student. 5 min
· direct 3 students to pass out markers and poster paper to each student 2 min
· Direct the students to transcribe their responses onto the poster paper 5-10 min
· Ask the students to conduct a silent gallery walk around the room. 5-7 min
· Ask the students what they noticed about the posters, and similarities and or differences. 2 min
· Ask the students to compare their journal entries with the information and understanding they now have about the social locaters. Do the social locaters accurately represent where you believe you are positioned in society? 5 min
· Instruct the students to brainstorm with a partner on where they could look for support concerning creating a business based on their posters.
STUDENT ACTIVITIES: What the students do
· The students will provide examples of active listening, confidentiality and reserving judgment verbally
· Read and listen to the definition of social class and ask clarifying questions if necessary.
· The students will reflect on the definition and respond to the journal prompt silently.
· 1-2 students will share with the class
· The students will listen, ask questions, take notes and comment on the definitions and examples of the 7 social locaters.
· The students will pair share for 2 min
· The students will transfer their responses onto the poster paper 5-10 min and put them up on the walls of the classroom
· compare what they know now to their journal entries
INFO ABOUT ENGLISH LANGUAGE LEARNERS
· Readiness level- CELDT level 4 Charlie can read, and speak English at a level just a bit below the level of his fellow classmates. His paragraphs are understandable, and reveal area for growth in the use of correct syntax and spelling.
· Learning profile: strengths and challenges- Charlie is an intelligent well mannered and soft spoken fifteen year old. He seems shy but will participate in group activities. He is hesitant to speak in front of the class.
· Interests—academic and/or personal He likes Superman and plays the flute.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above
· Content - what material - including key vocabulary - is learned – I do not believe that Charlie requires the level of content to be lowered in order for him to understand it. Intellectually, I believe Charlie exceeds the majority of his peers.
· Process - how the material is learned- I will provide Charlie with a copy of all the text that will be presented via the presentation so he may follow along or re read material if necessary. He is also allowed to use his cell phone to look up words he doesn’t understand.
· Product - how the learning is demonstrated- We are asking him to create shorter clearer sentences. He is allowed to write in bullet points but prefers to write in sentience format.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS
· Readiness level Vikki is a very pleasant girl who sits towards the front of class. She is classified as a SPED 290 specific learning disability.
· Learning profile: strengths and challenges she is positive and upbeat, she tends to take longer to complete in class assignments especially exams. She is also very quiet and smiles a lot.
· Interests—academic and/or personal her whole world is centered around her three horses, which she rides every week.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above
· Content - what material - including key vocabulary - is learned –the students will be working with the social locaters and their definitions.
· Process - how the material is learned I believe that having the students put the definitions in their own words will encourage her to seek clarification if she has trouble doing so. I am tempted to partner the students up while putting the definitions in their own words so that she can have another student for support.
· Product - how the learning is demonstrated – I believe that the products she can develop would be on par with her classmates, she just needs more time to work on it. She could stop when the class does the gallery walk and come in later afterschool the next day to complete her poster. I’m hesitant to have her begin before the class does because she might need clarification on some of the definitions.