Strategic Lesson Plan

OC / Objective: Explain how human systems develop in response to physical environmental conditions.
Standard(s): 7th Geography, Standard 10; CCSS.ELA-LITERACY.RH.6-8.1, CCSS.ELA-LITERACY.RH.6-8.4, CCSS.ELA-LITERACY.RH.6-8.7; CCSS.ELA-LITERACY.RH.6-8.2
BEFORE / Strategy: Vocabulary Acquisition
Description: The students will be engaged in creating a definition map during the warm up period. By creating a definition map, the students will be able to analyze words and their definitions more closely by creating a paraphrased definition, listing things that are similar to this word, and then by listing three examples/characteristics of the word.
Purpose: To help students analyze vocabulary more closely and to help students acquire information associated with the vocabulary.
4C: Critical Thinking, Communication
DURING / Strategy: To allow students to explain how human systems develop in response to the physical environment through a differentiated, student choice approach.
Description:
Stage 1: The students will take part in a differentiated lesson that revolves around the major topics (natural disasters, hurricanes, earthquakes, tsunamis, levees, mudslides/landslides, slash and burn agriculture) of the standard. The students will be given a sheet that has six different tasks. The students will be able to choose which three tasks they want to complete. The tasks will either be written, graphic organizer, art or a combination of two. The students will have to complete at least one written task. Students will be allowed to work in pairs during part of the lesson to help provide peer support to struggling students. The completion of the tasks will be supported by map, picture, video, and article analysis.
Stage 2: Select students will then teach the tasks back to the class. This will be based on a volunteer basis and students will be rewarded. This will allow students to experience the information associated with all tasks. They will also be responsible for taking notes on the topics they did not complete. This will also help students to retain information by teaching it back to the class.
Stage 3: The students will not be tested on the information associated with standard 10 until after the completion of standard 11. The test will cover information that was presented during the completion of the standards 10 and 11. This test will allow me to see what the students excelled in understanding and what they struggled to understand. This information will help me make decisions about what information needs to be retaught before the benchmark exam at the end of the 9 weeks.
Purpose: To allow students choice in how they achieve mastery of the standard. Choice in which topics they address and which type of product they create. Also, certain students will be able to take on a leadership role by teaching information back to the class.
4C: Critical Thinking, Communication, Collaboration, Creativity
AFTER / Strategy: Verbal Review
Description: The students will engage in a verbal review of each day’s topics. (TOTD – Ticket Out the Door)
Purpose: The purpose of this activity is to assess the information that was presented during the day and allow the verbal learners another chance to pick up information from that day’s lesson.
4C: Communication
ASSESSMENT(s)
used / Definition Maps
Completion of Differentiated Task Sheet
Standards 10 & 11 Test
Verbal Questioning

Label each activity with one of the 4 Cs that apply.

1.  Critical Thinking

2.  Creativity

3.  Communication

4.  Collaboration