Level 7 Social StudiesUnit: West Africa

Lesson Plan: Trading in West Africa

Stage 1 – Desired Results Content Standard(s): (Module 2) SS.732.03: Compare and contrast the relative value and different uses of several types of resources.

(CAS: 7.3.2.c)Unpacked Standard(s): (Module 2) the students to show mastery on the above

standard: Students need to be able to define supply,

demand, relative value and resources Students need to be able to compare and

contrast Students will need to be able to identify

different types of resources Students will need to be able to identify

different types of resources and their price Students will need to be able to identify how

price can change based on the scarcity of different resources within a region

Essential Questions: (Module 2) How do resources develop wealth in ancient

societies?

Students will set their own personal goals by…. (Module 3) Reviewing their assessment results to see their weaknesses and strengths Set goal using goal setting sheet

Progress on students' personalized goals will be monitored by…(Module 5) Pre-assess and then provide immediate and non-controlling feedback Check in on weekly goals students develop on Monday each week. This is a quick conversation about what

their goal is and how they feel its going.

Rules and Procedures (Module 5)

Stage 2 – Assessment Evidence Directly Aligned to Content Standard Pre-Assessment, including analysis of the pre-assessment results. (Module 3)

For the formative assessment, I selected one of my classes as a case study since identifying graphing all 178 of my students for this assignment seemed unnecessary. The assessment was meant to identify key concepts within the learning target. The assessment consisted of 6 questions and is follows:

The class is consists of 26 students, 18 girls and 8 boys. The assessment graphs are as follows:

Q1: Supply and demand change

Q2: Price Q3: Define Supply

Q4: Reson for Supply

Q5: Identify Resources

Q6: Use of Resource

0

5

10

15

20

25

Assessment Results by Concept

Correct Incorrect

Reviewing the pre-assessment data, the class as a whole shows understanding of uses and types of resources. However, when the resources were used with supply and demand change concepts the students struggled. Therefore, this data shows that I need to focus our understanding on supply and demand change concepts. For example, this would include word problems that ask the students to decide if supply or demand increases or decreases based on change factors like location, price and availability. The following graphs broke the assessment up by male/female, and ESL or SPED/Non ESL or SPED. The purpose of this is to make sure that the assessment tool did not have any flaws and to identify student groups that struggles with concepts. Looking at the result for the SPED/ESL group, these students seemed to struggle with the bigger concepts. Part of this may be lower reading comprehensions or language barrier issues.

Q1: Supply and demand change

Q2: Price Q3: Define Supply Q4: Reason for Supply

Q5: Identify Resources

Q6: Use of Resources

0

1

2

3

4

5

6

7

8

9

Assessment Result by Gender- Male

Correct Male Incorrect

Q1: Supply and demand change

Q2: Price Q3: Define Supply

Q4: Reason for Supply

Q5: Identify Resources

Q6: Use of Resources

0

2

4

6

8

10

12

14

16

Assessment Result by Gender- Female

Correct Incorrect

Q1: Supply and demand change

Q2: Price Q3: Define Supply

Q4: Reason for Supply

Q5: Identify Resources

Q6: Use of Resources

0

1

2

3

4

5

6

7

8

9

10

Assessment Result by ESL/SPED vs None- Incorrect

ESL/SPED Non ESL/SPED

Performance Task(s) or Assignment Description(s): (Module 3)

The assignment for this task include 10 minutes of direct instruction to cover important concepts before they work as a group/ independently. Once they break into groups, they will read the article “Trading in West Africa” and answer the comprehension questions. These students are expected to use the school wide “P.E.A.L.” writing requirements when answering short response questions. The grading of this assignment will be based on their ability to show “proficiency” on the key concepts in the rubric below.

Rubric: (Module 3)

SS.732.03: Compare and contrast the relative value and different uses of several types of resources. (CAS:7.3.2.e)

Skill within learning target

SS.732.03

Score “4”Advanced

Score “3”Proficient

Score “2”Partially

Proficient

Score “1”Un-Proficient

Identify and Compare and Contrast Resources

Students are able to compare and contrast the value of resources to at least two different situations

Students are able to compare and contrast resources in at least one situation

Students are able to identify resources but are not able to compare and contrast them in any situation

Students are unable to identify different resources

Supply, Demand and Value of Resources

Students are able to identify the supply, demand and value of resources in at least two different

Students are able to identify the supply and demand and value of resources in at least one situation

Students are able to identify two- supply, demand or value of resources but not all 3 in at least

Students were only able to identify 0-1- supply, demand or value of resources

situations one situation

Self or Peer Assessments (Module 5) Students will analyze their formative

assessment to see where they needs to focus her attention. From this information, they will develop learning goals.

Students will peer edit their short constructed responses with a group member.

Formative Assessments, Summative Assessments, etc. (Module 3)

A pre-assessment was given to students so they may analyze their understanding of the standard. I guided students through the key concepts on the pre-assessment to help them understand what a goal would look like for this learning target.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments Learning Activities: (Module 4)0:00-12:00- Students answer the “do now” question(s) on the board. Prompt: Describe in detail the last time you used the resource, salt. Why did you use it? Can you think of any other uses for the resource of salt? Students share out their experiences with salt. This is also a time to go over expectations of what a short constructed response looks like. (Coaching)

12:00-17:00- Students watch the following video: https://youtu.be/G24Yc8DijLM. After the video, I will check for understanding and to iron out any misconceptions students will have on the resource of salt. At this time we discuss the learning and language objectives for the day and how they connect to our standard of the day. (Curiosity)

17:00-32:00- Students will begin their group reading and short constructed response assignment, they will be asked to stop every 15 minutes. At their desks they have a mini dry erase board and a marker. They need to come up with one “ah ha” comment and one question. From here they will think-pair-share with their groups. This allows the students an opportunity to highlight something they learned as well as a way for them to discuss questions they have. At this time the teacher will visit the groups to help the groups. (Context, Connection)

33:00-48:00- Students will continue to work on their reading and short constructed responses. At the end of this 15 minute period, students will be asked to work as a group to complete the sentence relay task. Each student at a group will to go the white board and write a word on the board. The goal here is that the students are working together to complete a sentence where they identify the main idea of the article. The winning group does not have to put supplies away. (Coaching, Context)

48:00-56:00- this remaining time is for students to make sure they have all of their items completed for the day. Students are asked to peer edit with a group member. Here they will be provided with feedback by their peer concerning their short constructed responses. (Coaching, Coherence)

Stage 4 Feedback Strategies, including Timeliness (Module 5)Peer to peer: All students will be provided immediate feedback from their peers. This feedback will be in the form of a “feedback sandwich”. Here the student will be given a success, something to improve on, and another success. This is a model we use weekly in the classroom.

Teacher to student: Feedback will be given in no less than 2 days on the completed assignment. This feedback will be given in the form of notes on their writing assignment.