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Integrated Unit: Taking a New Perspective

Valerie Guerin, Emily Schultheis, and Megan Davis

Language Arts, Math, and Social Studies

Grade 6

Group Meetings to Date: September 21, October 6, 21, 27, November 3, 8, 9, 14, 15, 19

(Total number of hours: 27)

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Table of Contents:1. Table of Contents by Professor pg. 2

2. Overview/Rational pg. 3

3. Two Week Calendar pg. 5

4. Past Content Connections and Building Background pg.13

5. Monday Week One Lesson Plan: Mathematics pg. 16

6. Thursday Week One Lesson Plan: Integrated Social Studies & Mathematics pg.

30

7. Friday Week One Lesson Plan: Integrated Social Studies & Language Arts pg.

39

8. Monday Week Two Lesson Plan: Language Arts (Literacy) and Social Studies

pg. 45

9. Formative Assessments: Monday and Tuesday Week Two pg. 58

10.Formative Assessments: Wednesday Week One pg. 68

11.Pre-Test pg. 78 & pg. 91

12.Post Test pg. 98

13.Application of Ohio Standards for the Teaching Profession pg. 108

14.Works Cited pg. 113

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Table of Contents by Professor1. Shively

a. Social Studies Integrated with Math Lesson pg. 30

b. Social Studies Integrated with Language Arts Lesson pg. 39

c. Social Studies Integrated with Language Arts Lesson pg. 45

d. Inquiry Lesson pg. 30

2. Lytle

a. Literacy Strategy pg. 45

3. Mary Peters

a. Pre Test pg. 78

b. Post Test pg. 99

c. Valerie Guerin’s Formative Assessments pg. 58

d. Megan Davis’s Formative Assessments pg. 70

4. Edwards

a. Math Lesson Plan Integrated with Social Studies pg. 30

5. Haerr

a. Language Arts integrated with Social Studies Lesson pg. 39

b. Language Arts integrated with Social Studies Lesson pg. 45

6. Woodin

a. Pre-Test pg. 93

b. Formative Assessment pg. 63-67

Post-Test (Summative Assessment) pg. 98

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c.

Overview/Rational:

In our unit, we plan to discuss how our perceptions change through viewing the

world as only 100 people. By doing this we can have a better understanding of

ourselves and the world that we relate with. The relevance of the different statistics that

we use span across all subjects of a student’s life, and it relates standardized learning

goals to their lives in an interesting and engaging way.

Our unit relates to middle grade adolescent learners because it centers around

every day life and current events in the world. They can relate to at least one of the

topics we have for our unit because adolescents learn best when the content relates to

them. This unit allows us to create lessons that students will feel personally connected

to, yielding a greater impact on student learning. Students will become lifelong learners

who are more aware of the world and the people in it.

The primary goals of our unit are to help students take new perspectives using

world statistics that span across many different aspects of our lives such as: literacy

rates; access to technology; poverty rates; and geography. We want to explore how this

applies to our students and how we can analyze these life aspects through using school

curriculum and standards for learning. This will integrate real world scenarios with the

learning done in school, allowing students to see the connection and importance of their

schoolwork in their daily lives.

Our unit has daily themes that we address all around the concept if the world was

100 people. On Monday and Tuesday we will use mathematics to help our students

understand ratios before we dive into our unit deeper. This will create a foundation that

our different themes will use to further understanding. Next, on Wednesday we will use

specific statistics on poverty, sanitation, and electricity to further students knowledge

and interpretation of ratios and statistical representations. On Thursday we will continue

using perspective to understand geography and the map. We finish off the first week

with starting a lesson on technology and resources in which we compare the printing

press and technology today; this lesson continues on Monday where we will discuss

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how different countries do not use/do not have access to the same resources as we do

in the United States.

On Tuesday and Wednesday of the second week our unit, we will dive into

how illiteracy and gender are intertwined, and prompt students to find the causes and

effects of the literacy rates found in other nations and cultures.On Thursday, we will be

discussing first languages. We will be talking about different languages around the

world, and why they are used in specific areas in the Eastern Hemisphere. We will

discuss different physical features in the Eastern Hemisphere and discuss how they

influence language. At the end of class, students will write a one page paper defending

their view on first language. We will end the unit with the same activity as the first two

days. However, students will use the actual statistics instead of their estimations. This

will allow them to compare and contrast their estimations with the correct statistics.

They can see gaps in their perceptions and come to new realizations about the world

they live in.

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Two Week Calendar

Monday:Intro to activity.

have them get

into groups and

brainstorm the

makeup of the

school using the

categories from

“If the world was

100 people”.

Graph their

estimations.

Math: 6.RP.A.1: Understand the concept of a ratio and use ratio

language to describe a ratio relationship between two quantities.

6.SP.B.4: Display numerical data in plots on a number plots,

histograms, and/or box plots.

Overview:Students will get an introduction to 100 People: Global Perspective

by watching the first part of the introduction video. Then, students

will work in groups to come up with their own estimations. They will

be given categories and tables to target their thinking. Students

will predict with their group how many people in the world (out of

100 people) fit into each category given. Students will turn in their

packet of estimations at the end of the day.

Tuesday: Intro

activity continued

Math: 6.RP.A.1: Understand the concept of a ratio and use ratio

language to describe a ratio relationship between two quantities



Overview:Today, students will use their estimations from yesterday and

graph their estimations. They will work in groups to make the

graphs. Students will be given one graph paper per category (16

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total). They will be given colored pencils and rulers to help them

make the graphs. They will turn in their graphs at the end of the

day.

Teacher will hang up the groups’ graphs on the classroom wall.

The graphs will be there for the rest of the unit so students can

compare their estimations with the actual statistics.

Wednesday:

Poverty,

Electricity, and

Sanitation

Math:

6.RP.A.2 Ratios & Proportional Relationships Understand ratio

concepts and use ratio reasoning to solve problems. Understand

the concept of a unit rate a/b associated with a ratio a:b with b not

equal to 0 and use rate language in context of a ration relationship.

For example, “This recipe has a ratio of 3 cups of flour to 4 cups of

sugar, so there is ¾ cup of flour for each cup of sugar. “We Paid

$75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Overview: The teacher will model how ratios, proportions, and

percents are related, then the students will be guided through

practice using statistics for poverty. Next students will work

through the statistics for individuals with electricity and statistics on

sanitation on their own. This will be done on a teacher created

worksheet. In the last 15 minutes of class the worksheets will be

collected and the class will discuss how they felt the different

statistics made them feel when they were represented in different

ways.

Thursday : geography

Math: Geometry: 6.4 Represent three-dimensional figures using

nets made up of rectangles and triangles, and use the nets to find

the surface area of these figures. Apply these techniques in the

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context of solving real-world and mathematical problems.

Social Studies - Geography, Spatial Thinking and Skills, 6.3:

Globes and other geographic tools can be used to gather, process,

and report information about people, places, and environments.

Cartographers decide which information to include and how it is

displayed.

Overview: Students will compare two different projections of the

map, the mercator and peters projection, and are encouraged to

explore the mathematical and social cultural reasoning behind the

shapes and sizes of the various countries and continents on our

map.

Friday: Technology and

Resources

Language Arts: RI.6.2: Determine a central idea of a text and how

it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgements.

RI.6.7: Integrate information presented in different media or

formats as well as in words to develop a coherent understanding

of a topic or issue.

Social Studies: 6.12: The choices people make have both present

and future consequences. The evaluation of choices is relative and

may differ across individuals and societies.

Overview:Today, students will explore technology and resources around the

world. They will explore how the printing press has affected

technology in the United States. Students will be encouraged to

take a different perspective and try to imagine what life would be

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like without the printing press in place.

Monday:

Technology and

Resources

Continued

Language Arts: RI.6.2: Determine a central idea of a text and how

it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgements.

RI.6.7: Integrate information presented in different media or

formats as well as in words to develop a coherent understanding

of a topic or issue

Social Studies: 6.12: The choices people make have both present

and future consequences. The evaluation of choices is relative and

may differ across individuals and societies.

Overview:Today, students will explore technology and resources

around the world. They will explore what it is like to live for a day

without technology in their lives and will be encouraged to try to

understand what life would be like without technology.

Tuesday : literacy by

gender and

education

Language Arts: SL.6.3: Delineate a speaker’s argument and

specific claims, distinguishing claims that are supported by

reasons and evidence from claims that are not.

Print article about gender inequality in education. Give students a

graphic organizer for cause and effect. After reading this article,

students will fill in the graphic organizer with causes and effects

related to gender inequality in education.

Literacy Strategy: Cause and Effect

Standard: RI.6.1: Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

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Social Studies: 6.9 Civic Participation and Skills; Different

perspectives on a topic can be obtained from a variety of historic

and contemporary sources. Sources can be examined for

accuracy.

Overview:Students will learn about illiteracy across the world by using a

graphic organizer of cause and effect. Students will be urged to

take perspective on why people are illiterate.

Wednesday : Literacy and

gender

education

continued.

Language Arts: SL.6.3: Delineate a speaker’s argument and

specific claims, distinguishing claims that are supported by

reasons and evidence from claims that are not.

Print article about gender inequality in education. Give students a

graphic organizer for cause and effect. After reading this article,

students will fill in the graphic organizer with causes and effects

related to gender inequality in education.

Literacy Strategy: Cause and Effect

Standard: RI.6.1: Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

Social Studies: 6.9 Civic Participation and Skills; Different

perspectives on a topic can be obtained from a variety of historic

and contemporary sources. Sources can be examined for

accuracy.

Overview: Students will continue to take new perspective on

illiteracy by reading “Literacy and Illiteracy” and filling out a graphic

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organizer on claims and support.

Thursday:

First Language

Social Studies:

6.7 Political, environmental, social and economic factors cause

people, products and ideas to move from place to place in the

Eastern Hemisphere in the past and today.

6.6 Variations among physical environments within the Eastern

Hemisphere influence human activities. Human Activities also alter

the physical environment.

Overview: The students will use a map to look at the geographic

regions in the eastern hemisphere and use the different physical

attributes (i.e. mountains, rivers, climate, ets.) to come up with

reasons that certain people groups speak different languages.

Students will write a short one page summary to defend their

reasoning, and turn it in at the end of the class.

Friday:

conclusion

activity

Math:6.RP.A.1: Understand the concept of a ratio and use ratio

language to describe a ratio relationship between two quantities



Overview:Students will make graphs like they did in the opening activity for

the first two days. However, instead of making estimations, they

will be given the actual statistics. They will graph the actual

statistics as a group. The teacher will hang their new graphs under

their old graphs (the ones with their estimations) so students can

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compare the graphs from the start of the unit and the end of the

unit.

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Past Content Connections and Building Background Knowledge In the fifth grade, students are introduced to line and number plots through the

standard 5.MD.B.2 (Make a line plot to display a data set of measurements in fractions

of a unit (1/2,1/4, 1/8). Use operations on fractions for this grade to solve problems

involving information presented in line plots). In our introductory lesson, we have

students work in groups to graph information based on their perceptions of the world.

This is building on that standard because we are providing students time to practice line

and number plots independently. Teachers will be monitoring the activity, so guidance

will be provided if needed. Students are also taught how to classify two-dimensional

figures based on specific properties through the standard 5.G.B.4 (Classify two-

dimensional figures in a hierarchy based on properties). Because students have learned

the properties of two-dimensional figures, we can expand their thinking into three-

dimensional figures as well as using nets to find the surface areas of those figures.

In the fifth grade, students are taught how geographic tools can be used to report

information about different places around the world through the standard 5.4 (Globes

and other geographic tools can be used to gather, process, and report information about

people, places, and environments. Cartographers decide which information to include in

maps). In our lesson, we expand on student knowledge by explaining how different

cartographers display information on globes and other geographic tools. We are

comparing and contrasting a Mercator and Peter’s projection maps. We will discuss how

on a Mercator projection, the shapes of the countries are represented fairly accurately,

while the areas are skewed. We will then discuss the Peter’s projection map. On this

map, the areas of the countries are represented accurately whereas the shapes are

skewed. This is a prime of example of how cartographers prioritize the ways in which

they present information on geographic tools such as maps.

In the fifth grade, students are also introduced to consequences of choices

through the standard 5.14 (The choices people make have both present and future

consequences.). We are building here by showing students how the choice of one

person (Gutenberg) has affected the entire world today. We will examine the difference

between good choice and bad choices. What makes something a good choice or a bad

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choice? The consequences and evaluation of choices is relative and may differ across

different customs and cultures. Some may view Gutenberg’s printing press as a

phenomenal choice, while others may view it as a detriment to society.

This will lead into our next standard which examines how different perspectives

can be formed on different topics (6.9). We will explore why many women and children

in countries around the world are illiterate. We will discuss that different cultures view

women and children differently than many cultures in the Western Hemisphere. We will

discuss different topics in class, and students will have the chance to form their opinion

and perspective on the topic being discussed. In the fifth grade, students discuss

human interaction with the environment in the Western Hemisphere through the

standard 5.7 (Variations among physical environments within the Western Hemisphere

influence human activities. Human activities also alter the physical environment.). In our

unit, we will discuss how human interactions with the environment in the Eastern

Hemisphere the physical environment. We will also discuss how the physical

environment influences human activities (6.6). By the end of the unit, students will

understand how physical regions are affected by human interaction around the entire

world.

In the fifth grade, students are introduced to main ideas and summarizing

through the standard RI.5.2 (Determine two or more main ideas of a text and explain

how they are supported by key details; summarize the text.). In our lesson, students will

read the selection provided and pick out the main ideas that are conveyed through

particular details. Students will need to write a summary of the text that does not include

their personal opinions. It will be based strictly on details from the reading selection.

Students in the fifth grade are also taught how to analyze multiple accounts of the same

event through the standard RI.5.6 (Analyze multiple accounts of the same event or

topic, noting important similarities and differences in the point of view they represent.).

In our lesson, we are providing the students with multiple perspective of one event by

presenting those perspective through different forms of media such as articles and

videos.

The goal of our unit is to teach students to take new perspectives on topics. We

want them to understand that their opinion is not necessarily the only opinion on a

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subject or topic, and that they need to be respectful of other’s perspectives. Our initial

lesson introduces the students to the activity If the World Were 100 People, this is so

we can gauge student perspectives of the world. As the unit continues, we will guide

students to the accurate answers of If the World Were 100 People. Students will have

the opportunity to see how their original answers for the activity compare to real world

statistics, and we hope it will help them realize how people in other societies, cultures,

countries, and areas of the world view a variety of topics.

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Monday Lesson Plan

BACKGROUNDCourse: MathDate: Monday

Candidates Names: Valerie Guerin, Emily Schultheis, Megan Davis

Grade Level:6

LESSON PLAN

Standards: (Ohio’s New Learning Standards)● 6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a

ratio relationship between two quantities

● 6.SP.B.4: Display numerical data in plots on a number plots, histograms, and/or

box plots.

Objectives● Students will be able to work collaboratively in groups of four to

estimate the makeup of the world if it was only 100 people (based off of “If the World Was 100 People categories) by graphing their estimations on a graph they feel best fits their data.

Key Vocabulary ● Data ● Graph● Ratio● Fraction● Percent ● Bar graph

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● X- and y- axis ● Collaboration

Materials ● Handout listing the different categories from “If the World Were 100

People”. This handout should also clearly state what the students are supposed to estimate (ex: Food and infectious disease; “If the world were 100 people, how many of those 100 would have enough food? How many would have infectious diseases?”) It should also give them space to record their estimations.

● Computer and Projector screen to show them the “If the World Were 100 People” video as an introduction to the activity and unit. http://www.100people.org/wp/the-100-people-project-an-introduction/

● Graph paper for them to create their graph based off their estimations. ● Pencils for them to record their estimations on the handout.● Markers and rulers for when they work on the graph. ● Sample graph (that the teacher should do before the class). It should

include the x and y axis, labeled already. It should show the y-axis as the number of people (it should go up to 100). The x-axis should be the categories.

● Document camera to show the handout and the sample graph.

ProceduresEstimated Time: Two hours (two day lesson plan). Up to 20 minutes to watch the video, discuss, and introduce the activity. Up to 40 minutes to read through handout and record estimations. Up to 60 minutes to create the graph.

Differentiations: Students can record their estimations in whatever way they want. There will be a table under each category to guide them and give them

17

a place to organize their thinking, but if they would rather draw or use a different organizer, that is okay. They will be working in groups, so they can get peer support and expand their ideas with each other. If a student really wants to work alone, or works better with a partner, the teacher can arrange that. When graphing, students can use markers and color in their bar graphs, which can tap into different learning modalities. If a student is an ELL student whose primary language is Spanish, a teacher can give them the material and instruction in Spanish.

Step by Step procedure:● Before students come in, make sure the desks are set up in seven

groups of four (assuming there are 28 students in the class). ● Get students into groups of four by counting off by seven (assuming

there are 28 students in the class). Have them find their group members (group one will be made up of students who said “one” when counting off by sevens, group two will be made up of students who said “two” when counting off by sevens, and so on) and sit down somewhere in the classroom.

● Explain to students that we will be starting a new unit that centers around taking a new perspective. Explain that they will be learning about global concepts. They will be applying those concepts to the idea that the world is only 100 people.

● Show them the first part of the video (stop it at 34 seconds).● Have students discuss in groups their thoughts on the video (about five

minutes). ● Bring students back to the whole class and have each group share a

thought they had about the video.● Explain to students that they are going to imagine if the world were

100 people. Ask questions like:○ What do you think it would be like?○ How many people would be male? Female?

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○ How many people would represent each major religion?○ How many people do you think would be literate?○ How many people do you think have safe drinking water and

electricity?○ etc.

● Tell them that in their groups of four they will be estimating how many people would be in each category.

● Pass out the handout to each student. ● Go over the handout with them (make sure to put it under the

document camera so all students can see and follow along). First, note the different categories: gender, age, geography, government, language,

religion, literacy, education, drinking water, food, infectious disease, electricity,

urban and rural, technology, and sanitation.Second, show them the different

questions under each category to guide their estimations. Third, make sure they

see the blank tables under each category for them to record their estimations.

○ Ask them: what number should most of your estimations add up to be?

What should the total number of people almost always be in each

category? (They should say 100).

○ Ask them if there might be a category that wouldn’t add up to 100. (They

should see that infectious disease, for example, may not necessarily add

up to 100).

● Explain that once they are done with the handout, they will turn it into the

teacher.

● NEXT DAY: Students will come in and go back to their groups.

● Teacher will hand back their packet of estimations.

● Students will come up and grab some graph paper, markers, and a ruler. They

will need to put their data on a graph. Show the sample graph the teacher should

have made already. Put in on the document camera so everyone can see. Note

how there are two lines representing the x- and y- axis. Call on students to say

what the x- and y-axis should be labeled as. Then ask, what kind of graph do you

19

think would best fit the data we’re going to collect? (hopefully they say a bar

graph. If they don’t know “bar graph”, hopefully they can at least describe or draw

for the teacher what a bar graph is). Note: obviously if a group wants to do a

different graph that still displays the data correctly and clearly, then it is alright.

● Explain that they should be putting one category on each graph. So, there should

have 16 total graphs for the class. Assign each group a set of numbers that

correspond to the number on their estimation sheet. Group 1 will have #1-3,

Group 2 will have #4-5, Group 3 will have #6-7, Group 4 will have #8-9, Group 5

will have #10-12, Group 6 will have #13-14, and Group 7 will have #15-16.

● Each graph should have the same y-axis and each x-axis should represent the

category. The teacher will leave the sample graph up on the document camera

for students to reference.

● Explain that they have the rest of the class to work on both the handout (if they

did not get finished yesterday) and the assigned graphs. Make sure they know

that the handout and the graphs should be done before they leave class.

● As students are working, walk around the room and help them if needed. Monitor

to ensure they are (1) working (2) making sure everyone is collaborating together

and (3) doing the work correctly (as in having their estimations add to be 100, if

applicable, labeling the axis’ correctly, doing the graph correctly, and

understanding what each category on the handout is asking them to do).

● As students finish up, have them turn in their handout and their graph (make sure

they all put their names on the graph and their handout).

● If students do not finish, tell them to come talk to the teacher to find a time to

come in and work on it outside of this class time.

● After school, hang their graphs on the wall for the rest of the unit so they can see

their estimations. As the unit progresses, they will see if their estimations were

close to the actual statistics, or if they were way off base.

Assessment

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The assessment for this activity is going to be formative. Since the teacher(s) will be walking around and monitoring student activity, the teacher should be able to see if students understand how to estimate, make sure their estimations add to 100 (if applicable), and can correctly graph their data. The teacher will see misconceptions in their thinking and be able to address it in later activities/lessons. Since they will be turning in both their handout and their group graphs, the teacher can more closely look at student work to further evaluate and gauge their understanding. Further teaching may need to be done depending on the student work.

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Handout for students to record their work:

100 People: A World Portrait

1. Gender: How many people would be male and how many would be female?

# of Males # of Females

2. Age: How many people would be ages 0-14? 15-64? 65 and older?

# of people ages 0-14 # of people ages 15-64 # of people ages 65 and

older

3. Geography: How many would be from Asia, Africa, Europe, Latin America and the

Caribbean, and North America?

# people from

Asia

# people from

Africa

# people from

Europe

# people from

Latin America

and the

# people from

North America

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Caribbean

4. Religion: How many people would be Christian, Muslim, Hindu, Buddhist, other religions,

and no religious identity?

# of

Christians

# of

Muslims

# of Hindus # of

Buddhists

# of other

religions

# of no

religion

5. First Language: how many people would speak Chinese, Spanish, English, Arabic, Hindi,

Bengali, Portuguese, Russian, Japanese, and other languages?

#

Chines

e

speake

rs

#

Spanis

h

speake

rs

#

Englis

h

speake

rs

#

Arabic

speake

rs

# Hindi

speake

rs

#

Bengal

i

speake

rs

#

Portugue

se

speakers

#

Russia

n

speake

rs

#

Japane

se

speake

rs

# other

langua

ge

speake

rs

23

6. Overall Literacy: How many people would be able to read and write? How many would

not be able to read or write?

# people who can read and write # people who can’t read or write

7. Literacy by Gender: How many males would be able to read and write? How many

females would? How many males would not be able to read or write? How many females

wouldn’t?

# males who can

read and write

# females who can

read and write

# males who can’t

read or write

# females who can’t

read or write

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8. Education: How many males would have primary school education? How many females

would? How many males would have secondary education? How many females would? How

many people would have a college degree?

# males with

primary

education

# females with

primary

education

# males with

secondary

education

# females with

secondary

education

# people with

college

degree

9. Urban/Rural: How many people would live in urban areas? How many would live in rural

areas?

# people in Urban # people in Rural

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10. Drinking Water: How many people would have access to safe drinking water? How many

wouldn’t?

# people with safe drinking water # people without safe drinking water

11. Food: How many people would be undernourished (don’t get enough food)?

# of undernourished people # of nourished people

12. Infectious disease: How many people would have HIV/AIDS? How many people would

have tuberculosis?

# people with HIV/AIDS # people with tuberculosis

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13. Poverty: How many people would live on less than $2 US Dollars per day? How many

children would live in poverty?

# people who live on less than $2 # children in poverty

14. Electricity: How many people would have electricity? How many people would not?

# people with electricity # people without electricity

15. Technology: How many people would have cell phones? How many would use the internet?

How many would own or share a computer?

# people with cell phones # people who use internet # people who own or share a

computer

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16. Sanitation: How many people would have improved sanitation? How many people would

have no toilets? How many people would have unimproved toilets?

# people with improved

sanitation

# people with no toilets # people with unimproved

toilets

28

Sample Graph:

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Thursday Lesson PlanBACKGROUND

Course: Math, Language Arts, Social Studies

Date: Thursday, week one

MCE Candidate: Valerie Guerin, Emily Schultheis, Megan Davis

School: McGuffey Middle School

Grade Level: 6

Title/ Source for this lesson: http://www.100people.org/statistics_detailed_statistics.php

LESSON PLAN FORMAT

Souce of Lesson: MUCTM meeting with Anna DeJarnette as a guest speaker.

Standards-Math: Geometry: 6.4 Represent three-dimensional figures using nets made up of

rectangles and triangles, and use the nets to find the surface area of these figures.

Apply these techniques in the context of solving real-world and mathematical problems.

-Social Studies - Geography, Spatial Thinking and Skills, 6.3: Globes and other

geographic tools can be used to gather, process, and report information about people,

places, and environments. Cartographers decide which information to include and how

it is displayed.

Objectives

- Students will be able to utilize inquiry to assess the problem of why our western

civilizations use the mercator projection of the map as their primary resource

verses using the peters projection of the map using the mathematical reasoning

of round plains becoming flat plains and the sociocultural values of the different

30

civilizations, and their deeper implementations on the relations of the different

parts of the world.

- Students will be able to distinguish the differences between the Peters projection

map and the Mercator projection map with mathematical, social, and political

justification in a venn diagram.

- Students will be able to infer different points of view of the map makers based on the

geographical sizes of the countries portrayed on the map.

Key Vocabulary and Academic Language● map

● Mercator Projection Map

● Peters Projection map

● 2-D

● 3-D

● Globe

● Unit of measure

● Polyhedron

● Net

Materials:

-Peters projection map (copies for all students)

-Mercator projection map (copies for all students)

-Chart to put their work (copies for all students)

-Transparency sheet (one for each group of students)

-Vis-A-Vis markers for each student so they can trace countries and compare with other

countries.

-calculators

-pens or pencils

-answer sheet

31

-document camera

Procedures

● Start bellwork of “If the world were 100 people, how many people would be from

each continent?” Students should write this on a loose leaf piece of paper.

● Pass out a Mercator map of the world while students are working on their

bellwork. Once students are down with their bellwork, have them write down what

their initial instincts would tell them about how many people belong on each

continent based off the Mercator map provided. (7 minutes)

● Have students work in their table groups (groups of four). Handout chart for

recording estimations of global regions in square miles. Explain to the class that

we will be using Mexico as a unit of measure, to compare the sizes of the rest of

the regions of the world.

○ Ask students what a unit of measure is.

○ Model how to use Mexico as a unit of measure. Use the document camera

to do this.

● Hand out transparencies and Vis-A-Vis markers to each group. Students will use

the transparencies and markers to trace Mexico. Then, they will use the Mexico

tracing on the transparency to see how many Mexicos fit in selected countries

(countries will be noted on the chart on the handout).

● The size and population of Mexico will be given to the students (on the handout)

and they will have to use multiplication to find the estimated sizes of the other

regions.

○ For example, if students use the outline of Mexico to estimate the area of

Africa, they might find that there are about 12 Mexico’s in Africa. So, they

will need to multiply 12 by the given area of Mexico to find the estimated

area of Africa. They will record their estimation in the chart on the

handout.

● All of the information must be recorded in the students’ charts, for further

analysis. The entire chart (minus the “actual area” section) must be filled out by

the student groups before the correct areas of the regions are provided to the

32

students. Once all students have the chart filled out, provide them with the

answers.

● Students will be asked to reevaluate (from their bellwork) how many people of

100 live on each continent of the world, and record their answers on their chart.

● Next, we will ask the students why they think their estimations are different from

the actual areas of each region.

● Then take a globe and try to flatten it in front of the class to model the difficulty of

making a three dimensional sphere into a two dimensional map. After, we will

have the students discuss in their groups what happened to their maps to distort

the sizes of each region, and after five minutes have them share their thoughts

with the class.

● Explain to students how you cannot make a net of a sphere as simply as making

a net of a cube or other polyhedrons.

○ Ask students what a “net” is.

○ Ask students what “polyhedrons” are.

● Display the Peter’s projection of the world map. Ask students to make some

observations about how the map looks in comparison to the Mercator Map they

just used in the activity.

● Explain how the shapes of the regions get distorted, but the areas stay accurate,

which contrasts with the Mercator Map. Next, have the students decide which

map is more familiar to them. Guide the conversation to how the regions that

contain western societies are enlarged compared to their non-western

counterparts.

○ Ask students why we, in the United States, use this type of map.

○ Ask students if they think other countries use the same map. Why or why

not?

○ Ask students how maps can be used to show a country's superiority?

http://www.theguardian.com/world/2014/apr/02/google-maps-gets-africa-wrong

Differentiations: If there is a student who does not speak English, the teacher can

create a document that is in their native language. If a student does not want to work in

that specific group or wants to work alone (for personal reasons explained to the

33

teacher or other legitimate reasons), then that can be arranged. Since they will be

working in groups, they will have peer support and help when needed. This activity

crosses over multiple learning modalities, allowing most students to connect to some

aspect of the lesson.

Assessment

We will give an exit slip to students. It will be a venn diagram; one side will say Peter’s

Projection and the other side will say Mercator’s Projection. Students will need to make

sure they discuss/write about the mathematical, social, and political aspects of each

type of projection. They should work in it individually and turn it into the teachers before

they leave.

35

Mercator Projection Area Comparison

Country/Region

EstimatedArea (number

of Mexicos)


of square

miles)

Actual Area(look this up

after

completing the

previous two

columns)

Difference

Mexico 1 760,000 760,000 no difference

Alaska

Greenland

Africa

India

Australia

36

Mercator Projection Map

37

Peter’s Projection Map

38

Friday Lesson PlanBackgroundCourse: Social Studies

Date: Friday

Candidates Names: Megan Davis, Valerie Guerin, Emily Schultheis

Grade Level: 6

Standards:

Social Studies: 6.12: The choices people make have both present and future

consequences. The evaluation of choices is relative and may differ across individuals

and societies.

Language Arts: RI.6.2: Determine a central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from personal opinions

or judgements.

RI.6.7: Integrate information presented in different media or formats as well as in words

to develop a coherent understanding of a topic or issue

Objectives● Students will know the effect that the printing press has had on everyday lives in

the United States.

● Students will be able to list methods of communication that do not involve

technology.

Materials● Writing Utensil

● Copies of scribe writing

● Technology and Resource graphic organizer

● Copies of Eritrea article

39

● Dry erase markers

● Dry erase boards

Key Vocabulary● Printing Press

● Developed Country

● Developing Country

● Communication

● Scribe

● Technology

Procedure

Day One

● Students will begin by responding to the following question as a class discussion.

○ When your parents need to communicate with me, what is the easiest way

for them to talk to me? How many parents would call me or text me on

their phones? How many would email me? (10 minutes)

● Students will then fill out the the technology and resources portion of If the World

were 100 People:


How many people would

own and use a cell phone?


actively use the internet?


own or share a computer?

40

● After the completion of this activity, show and explain to students the correct

statistics for If the World Were 100 People (found on the website:

http://www.100people.org/statistics_detailed_statistics.php ). (15 minutes)

● We will then discuss why not all people have the same technology and

resources. We will talk about how communication among people was not always

as simple as emailing and cell phone use. (5 minutes)

● We will discuss how communication has become easier over the years because

of the printing press. (5 minutes)

● Students will be given a copy of a document written by a scribe and a blank

sheet of paper. They will be asked to copy the document onto the blank sheet of

paper. The requirements will state that the letters must look identical to the

writing on the document. The writing should also be in a straight line. (10

minutes)

● We will explain that before the printing press, scribes were used to copy and

transfer information from one document to another. Explain that there could be

no mistakes in the documents, and the writing had to be identical in size, shape,

and color. If the scribes made a mistake, they were required to start over. Often

times, many people were illiterate and needed to hire a scribe to write a

document or message for them.

○ Tell the students to imagine what it would be like if their parents needed to

hire a scribe to write a message to me. (5 minutes)

● Then explain that the printing press allowed for a much faster process of

transferring words and images from document to document. It also allowed for

more copies of documents to be produced in a smaller amount of time. Explain

that the invention of the printing press produced more resources, such as books,

for people to use. (5 minutes)

○ Place students in groups of four, and have them brainstorm ideas on how

the printing press has advanced to the technology that we use today. (2

minutes)

● After the activity, have a class discussion that summarizes student ideas. (5

minutes)

41

● Then explain that over time, the need for printed materials increased. Therefore,

machines were created to print more copies faster. This has continued to

progress over time and has created the technology we use to print today. (5

minutes)

● We will then discuss, as a class, how prevalent technology is in our society

today. (20 minutes)

○ Some discussion questions include:

■ How many of you use cell phones?

■ Do you text? Do you call? Do you play games on your phone?

■ How many have some sort of game console?

■ How many video games do you have?

■ Do you use computers? Do you email?

■ How many of you use social media?

Day Two

● We will begin by reviewing the results of If the World Were 100 People as a

class. (5 minutes)

○ 75 would be cell phone users

○ 30 would be active internet users

○ 22 would own or share a computer

● Next, explain to the students that 90% of all American adults own a cell phone,

and 64% of Americans can use their cell phone to access the internet. Explain

that 85% of Americans are active internet users, and 84% of Americans own or

share a computer. Students will break into groups of 4 and discuss and compare

why the percentages in America are much higher than the rest of the world. (5

minutes)

● Have a class discussion that summarizes student ideas and write them on the

board. (5 minutes)

● Explain that the United States has more access to resources because it is a

developed country. The United States has many companies working to advance

42

technology, and they rely on technology more so than other countries. (10

minutes)

● Ask students to write down how many different types of technology they use

each day. (2 minutes)

● Students will watch the video A Day Without Technology. (12 minutes)

○ https://www.youtube.com/watch?v=IvgbthJBQN4

● After the video, ask them to imagine what it is like to live without all of their

technology every day. (5 minutes)

○ How much of the technology shown in the video do students use every

day?

○ Would it be hard to live without those things for a day?

● Explain that people in developing countries live without technological resources

every day of their lives. (5 minutes)

○ How do they communicate with each other?

○ How do they know what time to go to school or meet with friends?

○ How do they print out assignments or talk to their teachers?

○ How do they know when to go to bed or when to wake up in the morning?

● Have students discuss the above questions in their discussion groups.

● Students will then read the following article in their discussion groups. (10

minutes)

○ http://www.bloomberg.com/bw/articles/2014-06-26/eritrea-worlds-least-

connected-country-tech-wise

● They will be asked to summarize the article and answer the following questions

about communication in the country Eritrea. (10 minutes)

○ How do they communicate with each other?

○ They do not have access to cell phones or the internet. How do they talk

to their friends and family when they are away?

● Come together as a class and write student ideas on the board.

● Discuss the fact that not all countries have as many resources as the United

States does, and that technology is not a daily part of people’s lives worldwide. (5

minutes)

43

Differentiations

This lesson is not as active as past lessons we have described in our unit. If there is a

student with ADD or ADHD who is easily distracted or struggles to sit still, we will allow

him/her to sit towards the back of the room and get up to walk around if they need to. If

a student is an English language learner, we will read the article aloud to him/her,

ensuring he/she understands the concept and topic. We will also provide a read-aloud

to students who struggle with reading and reading comprehension. If a student prefers

to work alone for a specific reason, that can be arranged.

Assessment (5 minutes)

● Students will complete an exit slip in which they respond to the following prompt:

○ List three ways that you can communicate with someone (who is apart

from you) without using technology.

Monday : Literacy by Gender and Education

BACKGROUNDCourse: Language Arts, Social StudiesDate: Monday and Tuesday (Week Two)

Candidates Names: Valerie Guerin, Emily Schultheis, Megan Davis

Grade Level:6

Literacy Lesson PlanEDT 346M Literacy Lesson Plan Template (Lytle)

Teacher Candidates: ● Teacher Candidate & Role: Valerie Guerin (Lead Teacher)

44

● Teacher Candidate & Role: Emily Schultheis (Assistant Teacher)

● Teacher Candidate & Role: Megan Davis (Assistant Teacher)

Co-teaching strategies: __X__One teach, one assist._____Parallel Teaching._____Alternative/differentiated teaching._____Team teaching.

School: McGuffey Middle SchoolContent Area: Language Arts and Social StudiesGrade: 6thCooperating Teacher: Valerie GuerinDate: 11/20/2015

Class description:Describe the important characteristics of the class.● Make up of the class.● Students' prior

content knowledge.● Language

development.● Social & emotional

development.

● 24 students

○ 15 girls

○ 9 boys

● Students work well in groups and are often most

successful when they can work together.

● 60% of students are performing proficient or above.

● Students will special needs are included in the

classroom.

○ There are two students on IEPs in this class

set up.

● Students understand how to use graphic

organizers, as we have been using them

throughout the school year.

● Students have been introduced to cause and effect,

and how choices affect consequences.

● Students have a basic understanding of supporting

claims with evidence. They understand that if you

cannot support your statement, it is not a reliable

45

source.

Planning for differentiation:● Description of 2+

students’ with special needs

● How will you differentiate your instruction based on this information?

Ben is a student with Asperger's Syndrome. He is quickly

overwhelmed by lots of movement and noise in the

classroom. He often has trouble focusing on assignments

without assistance. Once he is on task, he is a very skilled

reader and pays close attention to detail.

Raymond is a student with mild Autism. He struggles with

reading, writing, and spelling but enjoys math. He often

needs assignments read aloud to him and needs

assistance with writing and spelling. He can communicate

ideas, so it helps when someone is there to help him

remember them because he often forgets what he wants

to say while writing.

Strategy Title:Source of Strategy: (citation, or where appropriate, use "Lesson plan adapted from _____”)Brief Description of Strategy:(1-2 sentences)

Cause and EffectHarvey, S., & Goudvis, A. (2000). Strategies that work:

Teaching comprehension to enhance understanding.

York, Me.: Stenhouse.

Students use cause and effect to analyze text, and the

flow of information. When students find cause and effect

within a text they must read for content and synthesize the

knowledge they learn.

Ohio ELA Standard: Identify strand, grade, number (e.g., RL4.3), & include entire standard & any applicable subcategory. (Must be RL, RI, RLHS)

RI.6.1 Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from

the text.

History/ Social Studies: 6.9 Civic Participation and Skills;

Different perspectives on a topic can be obtained from a

variety of historic and contemporary sources. Sources can

46

be examined for accuracy.

Student Learning Objective for Literacy Strategy (central focus): ABCD

● Audience: Who (the student)

● Behavior: What (standard)

● Condition: How (strategy & text titles)

● Degree: Measurable outcome

(Should be 1 sentence with all 4 elements)

Students will be able to analyze varying texts on gender

literacy inequality, gaining a different perspective, by

filling out a cause and effect graphic organizer with 7 out

of 10 passing accuracy.

Students will be able to distinguish between supported

claims and unsupported claims in article “Literacy and

Illiteracy” by filling out a graphic organizer with 7 out of 10

passing accuracy.

Instructional Materials, Equipment & Technology: List all texts, materials & technology the teacher & students will use during the lesson, including titles, reading levels & sources.

● Computer

● Projector

● Smart Board

● Paper

● Writing Utensils

● Class set of copy of the encyclopedia article

“Literacy and Illiteracy”

http://www.whatcausesit.net/causes_of_illiteracy/ca

uses_of_illiteracy.html

● Class set of copy of the online article “Why are Two

Out of Three Illiterate People Female?”

http://mic.com/articles/23873/illiteracy-costs-the-

global-economy-1-trillion#.QCH7ofSUChttp://

mic.com/articles/23873/illiteracy-costs-the-global-

economy-1-trillion#.QCH7ofSUC

● Class set of Supported Claims graphic organizer

(personally created)

● Class Set of Cause and Effect graphic organizer

(personally created)

47

● White Board and Markers

YouTube Video “My Wish”

https://www.youtube.com/watch?v=E4jpugms9NQ

Differentiations (if applicable):

Ben will be given a set of headphones, so he can watch

the video individually. He will be allowed to watch the

video in the hallway so that he does not become

overwhelmed by the projected noise in the classroom. The

video will also have subtitles, so he is able to focus on the

video without becoming distracted.

Raymond’s graphic organizers will be given to him with an

example already printed in them. This is so he is able to

more easily understand the ideas of cause and effect and

support and claims. This will give him something to refer

back to if he ever becomes stuck while filling out the

graphic organizer. Raymond will have the articles read

aloud to him by one of the assistant teachers in the

hallway. They will also be working with him to help him

transfer his thoughts to words on paper.

Opening: Elicit students’ prior knowledge about concept & strategy in multimodal ways (not just yes/no questions).

Day One● As soon as the bell rings the teacher will play “My

Wish” a poem read by an elderly man who is

learning to read in his old age. As soon as the video

is done playing the teacher will start a discussion

with students over the video. The teacher will start

by asking the class what their initial reactions to the

video were, then the teacher should ask them what

they believe this man’s daily life is like, i.e. how

does he get places, shop, pay bills, communicate

48

with friends. (10 minutes)

● After the discussion the teacher will write on the

board:

○ 88% of males would be able to read and

write

○ 12% of males would not be able to read and

write

○ 79% of females would be able to read and

write

○ 21% of females would not be able to read

and write

○ http://100people.org/

statistics_detailed_statistics.php?

section=statistics

● The teacher will explain that illiteracy is the inability

to read and write, and that to be literate is to have

the ability to read and write.

● The teacher will describe what each statistic means

and looks like (5 minutes)

Day Two

● At the beginning of class the teacher will get their

students’ attention by claiming that they won

“American Idol” the night before. Then the teacher

will ask the class how many of them believe that

claim. Next the teacher will proceed to ask them

why they do not believe the claim, and prompt them

to say that there is no evidence that they won

“American Idol.” Next the teacher will claim that

they got fast food the night before, because they

did not have time to cook, and ask the students if

they believe that claim. The teacher should guide

49

the discussion to come to the conclusion that it is

true because they have support for the claim. (10

minutes)


Ben will be allowed to watch his video in the hallway so he

does not become overwhelmed in the classroom. He will

also watch the video with subtitles to help him focus. After

watching the video, he will write down details he

remembers from the video to help him summarize the

main ideas of the video.

Teacher Modeling: Describe how you alone will demonstrate the entire strategy to the students, including complete description & examples (no participation from students).

Day One● On the whiteboard the teacher will write the word

“perspective” and ask the students to them what

that word meant (perspective has been discussed

throughout the unit so it is a review word). (2

minutes)

● Then the teacher will have two students hand out

the article “Illiteracy Costs the Globe” and the cause

and effect handout. The article will be read out loud

by students who volunteer to read; each student

volunteer will read a paragraph. (15 minutes)

● After the article is read, the teacher will model how

they saw cause and effect in the article. The

teacher will write in the cause column that in the

article it states that illiteracy keeps people from

utilizing the internet, and in the effect column the

teacher will write that this limits people’s access to

information.(5 minutes)

Day Two

● The teacher will tie the opening activity with the

50

topic from the day before by revisiting the statistics

of illiteracy around the world. (2 minutes)

● Next the teacher will have two students hand out

the article “Causes of Illiteracy” and the claims and

support worksheet. Then the teacher will have

student volunteers read it aloud. (10 minutes)

● After the article is read aloud, the teacher will model

how to use the claims and support worksheet. They

will explain that a claim is a statement that an

author makes, or a something that they want you to

believe is true. The example that the teacher can

use from the text is that the claim is “We need to be

able to read because of how technically advanced

our society is” Next the teacher will model what

support is, explaining that support is what makes

the statement believable, it is how we know the

claim is not likely to be made up. The example that

the teacher can use from the text that supports the

claim would be that “As the population grew and

technology advanced, people were still able to get

by in the world without these skills since most jobs

were manual labor, but the need for reading and

writing skills were growing among the general

population.” (10 Minutes)


An assistant teacher will be sitting near Ben’s table to

ensure that he is focused during the lesson. After the

lesson, he will be asked to restate the definitions of cause

and effect and give an example. If he is correct, he will be

51

asked to begin filling in his chart. If he is incorrect, we will

review cause and effect, and then he will begin filling in his

chart.

An assistant teacher will be near Raymond’s table to

ensure that he is focused during the lesson. If he prefers,

he can work on his assignment in the hallway so he can

talk out his thoughts and ideas with an assistant teacher.

That way it will be easier for him to put his thoughts on

paper.

Guided Practice: During this part of the lesson, describe how you and the students practice together, including examples. You will assist the students, take turns & participate along with the class.

Day One● Next the teacher will use popsicle sticks to

randomly select students to help come up with the

next cause and effect within the article. The teacher

may prompt to find the cause, and have students co

create the example for the effect. (5 minutes)

Day Two● Next the teacher will create an example with the

help of the students and fill out part of the graphic

organizer together. Examples may very depending

on student participation. (5 minutes)


Ben will be participating in the full class discussion. If he

becomes uneasy or overwhelmed, we will take him into

the hallway to begin independent practice.

Raymond will be participating in the full class discussion.

We will stand near his table to ensure he is focused and to

answer any of his questions should they arise.

52

Independent Practice: Release the students to demonstrate their ability to complete the activity alone. Include complete directions that explain what students must do to complete the activity & meet the objective.

Day One● Then the teacher will instruct the students to finish

the cause and effect worksheet using the article on

their own. The teacher will circulate the classroom

and answer student questions (15 minutes)

Day Two● Following this, the students will work independently

to fill out the rest of their claims and support graphic

organizer. The teacher will circulate the classroom

to help students and answer questions. (15

minutes)


If Ben is on task, we expect that he will complete the

worksheet with extra time left in class. If this is the case,

he will be given a second cause and effect worksheet, and

he will be asked to think about using textual evidence to

support his cause and effect.

Raymond wil be given a cause and effect worksheet with

an example already printed in it. An assistant teacher will

be near Raymond’s table to ensure he is working on the

task. Upon completion, we will check his work and help

him work through any unclear written statements.

Closure/Assessment: Describe how the students will demonstrate their ability to meet the objective, including how you will measure this ability.

Day One● The teacher will collect the worksheets and grade

them for completion (1 minute)

Day Two

● The teacher will collect the claims and support

graphic organizer (1 minute)

● Next, the students will rearrange their desks into a

circle, and the teacher will remind the students the

53

rules of class discussion: everyone must participate

at least once; you must raise your hand to speak;

everyone deserves attention and respect when they

speak; interruption is not tolerated; be respectful to

other viewpoints; and support your ideas. (10

minutes)

● The teacher will lead the discussion and ask the

questions, what do you think it would be like to be

illiterate, do you think more people will become

literate, and what impact do you think literacy would

make on societies that have a lot of illiterate

people? (20 minutes).


We expect that Ben will complete more than the first

worksheet. Both worksheets will be turned in, but only the

first will be graded for completion.

Raymond’s worksheet will be graded for completion, and

teachers will provide feedback on his paper to give him

ideas on how to transfer his thoughts to words.

Name____________________________

54

Cause Effect

Name: _______________________

Claims Support

55

Formative Assessment:

Lesson Plan: Literacy and Gender Education (Tuesday and Wednesday, Second Week)

Both Formative Assessments for Valerie

56

Deconstructing the Standard:

Standard: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.

Ultimate Target Type: Knowledge

Knowledge Targets:

● I can identify

a cause

● I can identify

an effect

● I can cite

textual

evidence

● I can

describe

what

analysis is

● I can locate

explicit and

implicit

evidence

within a text

Reasoning Targets:

1. I can match a cause to an effect

2. I can support analysis with textual evidence

Skill Targets: Product Targets:


Standard: 6.RP.A.1: 6.9 Civic Participation and Skills; Different perspectives on a topic

can be obtained from a variety of historic and contemporary sources. Sources can be

examined for accuracy.


57

Knowledge Targets:

● I can define

a

perspective

● I can define

a historic

source

● I can define

a

contemporar

y source

● I can identify

a historic

source

● I can identify

a

contemporar

y source

● I can state

the different

types of

sources

● I can define

accuracy

Reasoning Targets:

● I can create

a new

perspective

on a topic

● I can tell the

difference

between a

historic and

a

contemporar

y source

● I can judge

accuracy

● I can

examine a

source and

tell whether

or not it is

accurate


● We are assessing:

58

○ Standard: RI.6.1 Cite textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

■ I can identify a cause (novice)

■ I can identify an effect (novice)

■ I can cite textual evidence (novice)

■ I can describe what analysis is (novice)

■ I can locate explicit and implicit evidence within a text

(intermediate)

■ I can match a cause to an effect (intermediate)■ I can support analysis with textual evidence (intermediate)

○ Standard: 6.RP.A.1: 6.9 Civic Participation and Skills; Different

perspectives on a topic can be obtained from a variety of historic and

contemporary sources. Sources can be examined for accuracy.

■ I can define a perspective (novice).

■ I can create a new perspective on a topic (novice).

■ I can define a historic source (novice).

■ I can define a contemporary source (novice).

■ I can identify a historic source (novice).

■ I can identify a contemporary source (novice).

■ I can tell the difference between a historic and a contemporary

source (intermediate).

■ I can state the different types of sources (novice).

■ I can define accuracy (novice).

■ I can judge accuracy (novice).

■ I can examine a source and tell whether or not it is accurate

(mastery).

● Purpose:(Why)○ I have chosen to use worksheets that are graded for completion,

but checked for accuracy because it gives me a way to communicate feedback to my students in a written form. The feedback given to my students will include how in depth their

59

causes and effects, and claims and supports are, and how they foster the learning targets of analyzing text using support and taking a new perspective. Using a graphic organizer optimizer my ability to see how the student builds upon the progression of the learning targets. My feedback will help my students answer the questions: where am I going; where am I now; and how do I close the gaps.

● Use of Assessment:(Use)○ Both assessments will be used to inform the teacher whether the

student grasps the concepts of the learning targets, and can use their knowledge to reason their answers into the graphic organizers. The graphic organizers will allow me to assess if the students are ready to move on or if I should revisit the objective with certain students before they start onto the next learning objective.

○ With using a graphic organizer for both cause and effect and claims and support I can analyze the student responses to see if they grasp the multiple learning targets. If a student does not accurately list a cause, effect, claim, or support I can tell if they are not comprehending the standards relating to how to accurately fill out the graphic organizer or whether they do not have full mastery on other learning targets that came before in the learning progression.

● Accuracy:○ Assessment will be in written response form to align with their

knowledge and reasoning targets. Both graphic organizers are in a written response form; students must fill out the charts after reading an article and using their prior knowledge to discern their answers from the text. Student work is to be done independently, allowing the teacher to evaluate each student on their own work. Also, I will ensure that the directions are clear

60

and concise. Before the students create their own answers independently, I will model the work, then there will be guided practice to. The learning targets will be made know to the students by being posted on the board in the classroom to ensure that they students are aware of what they are expected to know.

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Name____________________________

Cause Effect

Name: _______________________

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Claims Support

Name____________________________

63

Cause Effect

People are illiterate They cannot use the internet

Reading and Writing are essential to

improving your knowledge

Poor and illiterate communities are

unable to improve

43 million people in this world are

estimated to not be able to read

The world is losing out on economic

opportunities

⅔ of women in the world cannot read Women are missing out on economic

opportunities to move up in society.

Name: _______________________

Claims Support

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We need to be literate now more than before. Technology has increased the amount that we

need to read and write to be able to

communicate with others for jobs.

Reading disabilities are a reason some people are

illiterate.

People with reading disabilities struggle with

being able to make the connection between

words and their written form

Poverty is a reason for illiteracy. Underdeveloped countries don’t have enough

money to pay for education for everyone

Cultural influences affect literacy. If the family does not value literacy or cannot

read then the child won’t be taught to read

● Blue Prints:BLUEPRINT TEMPLATE: Graphic Organizer for Cause & Effect

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Learning Target Target Type Assessment Methods

Percent Importance (Sampling)

I can identify a cause Knowledge Written Response

13% or4 times

I can identify an effect Knowledge Written Response

13% or4 times

I can cite textual evidence Knowledge Written Response

15% or4 times

I can describe what analysis is

Reasoning Written Response

13% or4 times

I can locate explicit and implicit evidence within a text


15% or4 times

I can match a cause to an effect


15% or4 times

I can support analysis with textual evidence


15% or4 times

BLUEPRINT TEMPLATE: Graphic Organizer for Claims & Support


Percent Importance

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(Sampling)

I can state what a claim is

I can define a perspective

Knowledge Written Response 4 times

I can define a historic source


I can define a contemporary source


I can define a historic source


I can identify a contemporary source


I can state the different types of sources

Knowledge Written Response

4 times

I can define accuracy Knowledge WrittenResponse

4 times

I can create a new perspective on a tipic

Reasoning WrittenReponse

4 times

I can tell the difference between a historic and contemporary source

Reasoning WrittenResponse

4 times

I can judge accuracy Reasoning Written 4 times

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Response

I can examine a source and tell whether or not it is accurate

Reasoning WrittenReponse

4 times

Target Types: Knowledge, Reasoning

Assessment Methods: Written Response

Remember: The most important targets should represent the greatest sampling.

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Formative Assessment:

Lesson Plan: Geography Lesson (Wednesday, Week One)

Both Formative Assessments for Megan Davis


Standard: Geometry: 6.4 Represent three-dimensional figures using nets made up of

rectangles and triangles, and use the nets to find the surface area of these figures.

Apply these techniques in the context of solving real-world and mathematical problems.


Knowledge Targets:

● I can define

a 3-D shape

● I can define

a net

● I can state

how nets can

be used to

find surface

area of

shapes.

● I can use

nets of

shapes to

find the

areas of

those

shapes.

Reasoning Targets:

● I can solve

for the

surface area

of a shape.

● I can apply

my

knowledge of

surface area

and shapes

to real world

issues.


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● I can state

what makes

a shape a

rectangle

● I can state

what makes

a shape a

triangle

● I can define

surface area

Standard: Geography, Spatial Thinking and Skills, 6.3: Globes and other geographic

tools can be used to gather, process, and report information about people, places, and

environments.

Ultimate Target Type: Reasoning

Knowledge Targets:

● I can state

what a globe

is.

● I can state

what a globe

is used for.

● I can identify

a Mercator

Projection

map.

● I can identify

a Peters

Reasoning Targets:

● I can

compare and

contrast the

Mercator and

Peters

projection

maps.

● I can reason

why

countries

choose a


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Projection

map.

● I can state

how globes

can be used

to gather

information

about

people,

places, and

environment.

certain map.

● Clear Learning Targets (in their correct “natural” progression):

○ -Math : Geometry: 6.4 Represent three-dimensional figures using nets

made up of rectangles and triangles, and use the nets to find the surface

area of these figures. Apply these techniques in the context of solving

real-world and mathematical problems.

■ I can define a 3-D shape (novice)

■ I can define a net (novice)

■ I can state what makes a shape a rectangle (intermediate)

■ I can state what makes a shape a triangle (intermediate)

■ I can define surface area (novice)

■ I can state how nets can be used to find surface area of shapes.

(intermediate)

■ I can solve for the surface area of a shape (mastery)

■ I can use nets of shapes to find the areas of those shapes.

(mastery)

■ I can apply my knowledge of surface area and shapes to real world

issues (mastery).

● -Social Studies - Geography, Spatial Thinking and Skills, 6.3: Globes and other

geographic tools can be used to gather, process, and report information about

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people, places, and environments.

○ Clear Learning Targets in their progression.

■ I can state what a globe is (novice)

■ I can state what a globe is used for (novice)

■ I can identify a Mercator Projection map (novice)

■ I can identify a Peters Projection map (novice)

■ I can compare and contrast the Mercator and Peters projection

maps (intermediate)

■ I can state how globes can be used to gather information about

people, places, and environments (intermediate)

■ I can reason why countries choose a certain globe or map

(mastery)

● We are assessing: Their actual work (their worksheet). Discussion questions as

verbal response to gauge their critical thinking of the activity.

○ Students will be able to make estimations of countries areas using Mexico

as a unit.

○ Students will be able to verbally discuss their ideas on the social aspect of

the activity. These questions will help the teacher know if students not only

grasp the difference between the two types of maps, but if they realize that

countries use different maps as a form of social superiority (or to send the

message to the citizens in the country about their country's standing in the

world). From their answers, the teacher can make adjustments in future

lessons to help guide their understanding. Teacher will know where the

students are in their learning and what he/she needs to do to get students

where they are going.

■ Ask students why we, in the United States, use this type of map.

Ask students if they think other countries use the same map. Why

or why not? Ask students how maps can be used to show a

country's superiority?

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● Purpose: To see where students are in their learning. I can give written feedback

on student charts so they will know exactly where the gaps in their learning are,

or where their understanding is pretty well developed. Verbal response in the

form of discussion will help me see if students understand the social aspect of

the activity, but will also let me know how well they can correctly articulate their

thoughts. I can help guide them a little more during the verbal responses since I

can ask them questions to help lead them to more critical thinking.

● Use of Assessment: Both assessments will be used to inform the teacher whether the student grasps the concepts of the learning targets, and can use their knowledge to reason their answers into the chart. The chart and discussion questions will allow me to assess if the students are ready to move on or if I should revisit the objectives with certain students (or whole class) before they start onto the next learning objective/learning activity.

● Accuracy: Assessment will be in written response form to align with their reasoning and knowledge targets. Student work is done collaboratively, allowing the teacher to evaluate how well students can work together. Also, I will ensure that the directions are clear and concise so students know exactly what to do and what is expected of them. The “I can” statements will be posted on the board and I will state them at the beginning of class so students know where they are going in their learning.

73

● Blueprint 1: Activity Chart

Learning Target Target Type AssessmentMethods


I can define a 3-D shape Knowledge Written Response

2 samples

I can define a net Knowledge WrittenResponse

5 samples

I can state what makes a

shape a rectangle Knowledge Written

Response1 times

I can state what makes a

shape a triangle Knowledge Written

Response 1 samples

I can define surface area Knowledge Written Response

5 samples

I can solve for the surface

area of a shape Reasoning Written

Response 5 samples

I can state what a map is Knowledge Written Response

2 samples

I can identify a Mercator

Projection map Knowledge Written

Response 3 samples

● Blueprint 2: Discussion at the end of activity

74



I can state what a globe/map

is used for.Knowledge Verbal

Response 1 sample

I can apply my knowledge of

s surface area and shapes to

real world issues.

Reasoning VerbalResponse

2 samples

I I can state how globes can be

used to gather information

about people, places, and

environments

Knowledge Verbal Response

2 samples

I can identify a Mercator

Projection map Knowledge Written and

Verbal Response

2 samples

I can identify a Peters

Projection map Knowledge Verbal

Response 2 samples

I can compare and contrast

the Mercator and Peters

projection maps

Reasoning Verbal Response

4 samples

I can reason why countries

choose a certain globe or

map

Reasoning Verbal Response

3 samples

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Answer Key: Activity Sheet

NOTE: Answers will vary for the estimations (and therefore will vary for “difference” as

well), but the actual areas of the countries should be exact. Give effective feedback on

their charts and hand back to students when finished.

Country/Region


of Mexicos)


of square

miles)

Actual Area(look this up

after

completing the

previous two

columns)

Difference

Mexico 1 760,000 760,000 no difference

Alaska answers will

vary

answers will

vary

663,000 answers will

vary

Greenland answers will

vary

answers will

vary

836,300 answers will

vary

Africa answers will

vary

answers will

vary

11,670,000 answers will

vary

India answers will

vary

answers will

vary


vary

Australia answers will

vary

answers will

vary


vary

Checklist: Discussion

Student has talked at least once

Student has stated a claim and supported it

76

What student says is accurate and shows critical thinking

What student says is based off of information gathered from the activity

77

Pre Test: Introductory activity: Monday Week One lesson; Graphing.

Deconstructing Standards.

Standard: 6.RP.A.1: Understand the concept of a ratio and use ratio language to

describe a ratio relationship between two quantities


Knowledge Targets:

● I can define

a ratio.

● I can label

the parts of a

ratio.

● I can use a

ratio to help

me solve

math

problems.

Reasoning Targets:

● I can

describe the

relationship

between two

quantities.


Standard: 6.SP.B.4: Display numerical data in plots on a number plots, histograms,

and/or box plots.


Knowledge Targets:

● I can state

Reasoning Targets: Skill Targets: Product Targets:

78

what

numerical

data is.

● I can identify

a number

plot.

● I can identify

a histogram.

● I can identify

a box plot.

● I can record

mathematica

l data on a

graph that

best suits the

data.

● I can judge

when to use

each of the

three types

of plots.

● Clear Learning Targets (in their progression):

○ 6.RP.A.1: Understand the concept of a ratio and use ratio language to

describe a ratio relationship between two quantities

■ I can define a ratio (novice)

■ I can label the parts of a ratio (novice).

■ I can use a ratio to help me solve math problems.(intermediate)

■ I can describe the relationship between two quantities

(intermediate)

○ 6.SP.B.4: Display numerical data in plots on a number plots, histograms,

and/or box plots.

■ I can state what numerical data is (novice).

■ I can identify a number plot (novice).

■ I can identify a histogram (novice).

79

■ I can identify a box plot (novice).

■ I can judge when to use each of the three types of plots

(intermediate).

■ I can record mathematical data on a graph that best suits the data

(intermediate).

● We are Assessing: We want to see the knowledge students have about the

world. Since they will be estimating using “If the World Was 100 people: A Global

Perspective”, we want to see what perceptions and assumptions students’ have

about the world. Ultimately, we want students to take a new perspective and be

more educated about the world. We want them to self reflect and learn from their

perceptions and grow from them. Because of this, they need to know where they

started so they can see how far they’ve come by the end of the unit. These

graphs will depict their initial thoughts about the world. We, the teachers, will

have the graphs on our classroom walls throughout the unit so students can see

how far or close their estimations were from the actual statistics.

● Purpose: The purpose of this pre test is to see what assumptions students have

about the world. We also want to see which parts they have misconceptions

about. In addition we want to gauge where students have emerging mastery.

Understanding the mathematics behind various world statistics will help deepen

students understanding of the units curriculum. The pre test should be used to

help differentiate learning and guide the student through where they come in to

the learning at and what they need to do to be successful in the unit.

● Use of Assessment: Our pre assessment is used to gauge the students’

knowledge on percents and ratios. It is crucial for us to understand where our

students stand on their mathematical knowledge because looking at statistic is a

basis for all of our lessons. Perception can be gained by looking through a

mathematical lense, therefore students must be firm on their understanding.

Using a pre assessment we can give effective feedback and differentiate for

student success throughout the unit.

● Accuracy: We will use written response (their worksheet and their graphs) to

align with the knowledge and reasoning targets to the method of assessment. I

80

will collect their work and give them clear and effective feedback on their graphs

so they can know where they are and what they need to improve on in their

learning. This is accurate because I posted the clear learning targets on the

board and went over the targets with them before they started the activity. The

directions were clear and concise, allowing students to know where they are

going in their learning.

● Blueprint:



I can define a ratio. Knowledge Written Response

16 samples

I can label the parts of a ratio. Knowledge WrittenResponse

1 sample

I can use a ratio to help me

solve math problems. Knowledge Written

Response 16 samples

I can describe the relationship

between two quantities. Reasoning Written

Response 16 samples

I can state what numerical

data is. Knowledge Written

Response 16 samples

I can identify a number plot. Knowledge Written Response

2-3 samples

(depending on how many

graphs their group has to

81

make)

I can identify a histogram. Knowledge Written Response

2-3 samples



make)

I can identify a box plot. Knowledge Written Response

2-3 samples



make)

I can judge when to use each

of the three types of plots. Reasoning Written

Response 2-3 samples



make)

I can record mathematical

data on a graph that best

suits the data


2-3 samples


graphs their

82

group has to make)

Handout for students to record their work:


1. Gender: How many people would be male and how many would be female?

# of Males # of Females

2. Age: How many people would be ages 0-14? 15-64? 65 and older?

# of people ages 0-14 # of people ages 15-64 # of people ages 65 and

older

3. Geography: How many would be from Asia, Africa, Europe, Latin America and the

Caribbean, and North America?

# people from

Asia

# people from

Africa

# people from

Europe

# people from

Latin America

and the

Caribbean

# people from

North America

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4. Religion: How many people would be Christian, Muslim, Hindu, Buddhist, other religions,

and no religious identity?

# of

Christians

# of

Muslims

# of Hindus # of

Buddhists

# of other

religions

# of no

religion

5. First Language: how many people would speak Chinese, Spanish, English, Arabic, Hindi,

Bengali, Portuguese, Russian, Japanese, and other languages?

#

Chines

e

speake

rs

#

Spanis

h

speake

rs

#

Englis

h

speake

rs

#

Arabic

speake

rs

# Hindi

speake

rs

#

Bengal

i

speake

rs

#

Portugue

se

speakers

#

Russia

n

speake

rs

#

Japane

se

speake

rs

# other

langua

ge

speake

rs

6. Overall Literacy: How many people would be able to read and write? How many would

not be able to read or write?

# people who can read and write # people who can’t read or write

7. Literacy by Gender: How many males would be able to read and write? How many

females would? How many males would not be able to read or write? How many females

wouldn’t?

84

# males who can

read and write

# females who can

read and write

# males who can’t

read or write

# females who can’t

read or write

8. Education: How many males would have primary school education? How many females

would? How many males would have secondary education? How many females would? How

many people would have a college degree?

# males with

primary

education

# females with

primary

education

# males with

secondary

education

# females with

secondary

education

# people with

college

degree

9. Urban/Rural: How many people would live in urban areas? How many would live in rural

areas?

# people in Urban # people in Rural

10. Drinking Water: How many people would have access to safe drinking water? How many

wouldn’t?

# people with safe drinking water # people without safe drinking water

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11. Food: How many people would be undernourished (don’t get enough food)?

# of undernourished people # of nourished people

12. Infectious disease: How many people would have HIV/AIDS? How many people would

have tuberculosis?

# people with HIV/AIDS # people with tuberculosis

13. Poverty: How many people would live on less than $2 US Dollars per day? How many

children would live in poverty?

# people who live on less than $2 # children in poverty

14. Electricity: How many people would have electricity? How many people would not?

# people with electricity # people without electricity

86

15. Technology: How many people would have cell phones? How many would use the internet?

How many would own or share a computer?

# people with cell phones # people who use internet # people who own or share a

computer

16. Sanitation: How many people would have improved sanitation? How many people would

have no toilets? How many people would have unimproved toilets?

# people with improved

sanitation

# people with no toilets # people with unimproved

toilets

87

Sample graph for the first question (gender):

88

Pre-Assessment Checklist: Graphs

Group has one graph for each assigned category (2-3 depending on the group)

Group has correctly used a graph that best represents the data

Group has correctly labeled the x-axis

Group has correctly labeled the y-axis

Group has correctly made equal number intervals on the x-axis

Group has correctly made equal number intervals on the y-axis

NOTE: There is no answer key for the graphs or the worksheet since students are

estimating their answers. Not all students will have the same answers, so their

worksheets and their graphs will look different. Also, since groups are all doing different

categories for their groups, each groups graphs will all be different. However, there are

some things that should be present for the graphs, all of which are in the checklist.

89

Map of Assessment

6.9 Civic Participation and Skills; Different perspectives on a topic can be ⃞obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

6.RP.A.2 Ratios & Proportional Relationships Understand ratio concepts and use ◯ratio reasoning to solve problems. Understand the concept of a unit rate a/b

associated with a ratio a:b with b not equal to 0 and use rate language in context of a

ration relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of

sugar, so there is ¾ cup of flour for each cup of sugar. “We Paid $75 for 15

hamburgers, which is a rate of $5 per hamburger.”

W.6.4: Produce clear and coherent writing in which the development, organization,♢

and style are appropriate to task, purpose, and audience.

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, ☆concepts, and information through the selection, organization, and analysis of relevant

content.

Pre-Test

Directions: Answer the following questions in paragraph form. Remember that a

paragraph consists of an introductory sentence that explains your topic, three key ideas

about your topic with supporting details, and a conclusion sentence that summarizes the

paragraph. Continue writing on the back of this paper if you need more room to write.

1. There are 7 billion people in the world. If we used proportions to make that

number to 100 people, do you think it would make you think differently about the

world? Why or why not? ⃞☆ ◯

90

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. There are seven continents on the planet earth. Do you think that there are an equal number of people on each continent? Why or why not? ☆◯⬦________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. There are 7 billion people on Earth. How many of those people do you think speak English. Why? ☆◯▢⬦________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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________________________________________________________________

________________________________________________________________

________________________________________________________________

4. In your community, how important is it to be able to read and write? Do you think being able to read and write is as important in other countries around the world? Why or why not? ☆◯▢⬦________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Why would it be important to be aware of different cultures and customs around the world?☆◯ ▢________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5.

Rubric for Pre-Test

4 3 2 1

Question 1 Paragraph includes an introductory sentence that explains the topic they are writing about. There are three student ideas in the paragraph, each with supporting details. The paragraph includes a conclusion statement that summarizes the topics discussed in their paragraph.

Paragraph includes 3 of the 4 required elements.


Paragraph includes only 1 of the required elements.


Paragraph includes only 3 of the 4 required elements.















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I have based the rubric for the pre-test based on writing so I can gauge student

understanding on writing complete paragraphs. I will go through their pre-tests and

grade them on completion. I will give them feedback on their pre-tests so they

understand what exactly I am looking for when they turn in their post-test, which will be

graded for accuracy in writing.

94

Post Test: 3-2-1 Reflection (maybe )▢☆♢ ◯

Over the past two weeks, we have been learning about taking a different

perspective and different cultures and customs around the world. You will be writing a

3,2,1 essay addressing 3 things you learned, 2 things you found interesting, and 1 thing

you want to learn more about. You can choose any topic that we have addressed in the

past two weeks to write about. For this essay, we are expecting at least 8 paragraphs:

an introductory paragraph, one paragraph for each thing you learned about, two

paragraphs for each thing you found interesting, one paragraph for something that you

want to learn more about, and one conclusion paragraph. Each paragraph must include

three thoughtful ideas or points you have about each topic. Each paragraph must

include at least two specific examples from the lessons we did in class.

95

Post Test: 3,2,1 Essay

● For the post-test, students will be using their feedback from the pre-test to write a

3, 2, 1 essay.

● They will address three things they learned, 2 things they found interesting, and 1

thing they want to learn more about.

● I expect that there will be at least eight paragraphs:

○ Paragraph 1: Introductory

○ Paragraph 2: 1 Thing They Learned



○ Paragraph 5: 1 Thing They Found Interesting

○ Paragraph 6: 1 Thing They Found Interesting

○ Paragraph 7: 1 Thing They Want to Learn More About

○ Paragraph 8: Conclusion

○ Introductory Paragraph

● The topic(s) for each of the paragraphs must be addressed in the introductory

paragraph.

● Each paragraph must include:

○ An introductory sentence that introduces the topic(s) of the paragraph.

○ Three ideas or facts they have about the topic of the paragraph.

○ Each idea must be supported by at least 2 details.

○ Each paragraph must include at least 2 examples from lessons we did in

class.

● The conclusion paragraph must include:

○ A summary of all of the topics addressed in the paper.

○ A conclusion sentence to the paper.

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4 3 2 1

Paragraph 1: Introductory

Paragraph includes an introduction to EACH of the topics (at least 6) addressed in the paragraphs to come.

Paragraph includes an

introduction to only 4-5 of the

topics addressed in

the paragraphs to

come.

Paragraph includes an introduction

to only 2-3 of the topics

addressed in the

paragraphs to come.

Paragraph includes an introduction to 1 or fewer of the topics addressed in

the paragraphs

to come.

Paragraph 2: 1 Thing They Learned

Paragraph includes an introductory sentence that explains the topic they are writing about. There are three student ideas in the paragraph, each with supporting details (these must include at least two examples from the lessons we did in class). The paragraph includes a conclusion statement that summarizes the topics discussed in their paragraph.










Paragraph includes an introductory sentence that explains the topic they are writing about. There are three student ideas in the paragraph, each with supporting details (these must include at least 2 examples from the lesson we did in class). The paragraph includes a conclusion statement that summarizes the topics discussed in their paragraph.




Paragraph 5: 1 Thing They Found Interesting

Paragraph includes an introductory sentence that explains the topic they are writing about. There are three student ideas in the paragraph, each with supporting details (these must




97

include at least 2 examples from the lessons we did in class). The paragraph includes a conclusion statement that summarizes the topics discussed in their paragraph.

Paragraph 6: 1 Thing They Found Interesting





Paragraph 7: 1 Thing They Want to Learn More About





Paragraph 8: Conclusion

Paragraph includes a summary of EACH topic (at least 6) addressed in the paragraphs previous to the conclusion.

Paragraph includes a summary of only 4-5 topics addressed in the paragraphs previous to the conclusion.

Paragraph includes a summary of only 2-3 topics addressed in the paragraphs previous to the conclusion.

Paragraph includes a summary of 1 or fewer of the topics addressed in the paragraphs previous to the conclusion.

98

Post Test: 3,2,1 ReflectionStandard: 6.RP.A.1: 6.9 Civic Participation and Skills; Different perspectives on a topic

can be obtained from a variety of historic and contemporary sources. Sources can be

examined for accuracy.

Ultimate Target Type: Reasoning

Knowledge Targets:

● I can define

a

perspective

● I can define

a historic

source

● I can define a

contemporary

source

● I can identify

a historic

source

● I can identify

a

contemporary

source

● I can state

the different

types of

sources

● I can define

accuracy

Reasoning Targets:

● I can create

a new

perspective

on a topic

● I can tell the

difference

between a

historic and a

contemporary

source

● I can judge

accuracy

● I can

examine a

source and

tell whether

or not it is

accurate


99

Clear Learning Targets (in their progression)

● Social Studies: 6.9 Civic Participation and Skills; Different perspectives on a topic

can be obtained from a variety of historic and contemporary sources. Sources

can be examined for accuracy.

○ I can define a perspective (novice).

○ I can create a new perspective on a topic (novice).

○ I can define a historic source (novice).

○ I can define a contemporary source (novice).

○ I can identify a historic source (novice).

○ I can identify a contemporary source (novice).

○ I can tell the difference between a historic and a contemporary source

(intermediate).

○ I can state the different types of sources (novice).

○ I can define accuracy (novice).

○ I can judge accuracy (novice).

○ I can examine a source and tell whether or not it is accurate (mastery).

We Are Assessing:

● We want to see the knowledge that students have gained throughout our unit.

We want to see what topics they connected with, and we want to see how they

learned to take a new perspective on those topics. We are assessing their ability

to use academic standards to gain perception on different world statistics. By

using a 3-2-1 reflection prompt we can acquire summative information over the

unit because of the broad spectrum that it covers.

Purpose:

● The purpose of the post-test is to see what new perspectives of the world the

students have gained throughout the unit. The post-test is meant to give the

students the freedom to write about the topic they found the most interesting. The

idea of the post-test is to

Use of Assessment:

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● This assessment is meant to be a way for students to communicate what they

have learned in this unit. Students will be asked to write about their experiences

and evaluate where where they were with where they are now in their learning.

They will gain ownership of their learning as they realize how far they have come

in their learning through taking a new perspective and reflecting on their

assumptions. We will review their essays and see if they have mastered the

learning targets for the unit.

Accuracy:

● We will use a written assessment to align their new knowledge with the

standards. The written assessment is important because it shows us which topics

the students connected with, and it allows for us to give them effective and

accurate feedback. It also improves their writing skills and allows them the

freedom to express themselves in their writing.

Blueprint:



I can define a

perspective.Knowledge Written

Response 1 sample

I can take a new

perspective on a topic. Knowledge Written

Response 6 samples

I can define a historic

source. Knowledge Written

Response 1 sample

I can define a

contemporary source. Knowledge Written

Response 1 sample

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I can identify a historic

source. Knowledge Written

Response 1 sample

I can identify a

contemporary source. Knowledge Written

Response 1 sample

I can tell you the

difference between a

historic and a

contemporary source.


1 sample

I can state the different

types of sources. Knowledge Verbal 1 sample

I can define accuracy. Knowledge Written Response

1 sample

I can judge accuracy. Reasoning Verbal/ Written Response

1 sample

I can examine a source

and tell whether or not it

is accurate.

Reasoning Verbal/Written Response

1 sample

Checklist:

Student has written at least eight paragraphs.

Student has written a complete introductory paragraph.

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Student has written at least three paragraphs for things they have learned about.

Student has written at least two paragraphs for topics that they found interesting.

Student has written at least one paragraph for a topic they want to learn more about.

Student has written a complete conclusion paragraph.

Application of Ohio Standards for the Teaching Profession

Standard 1: Students

1.1: Teachers display knowledge of how students learn and of the developmental

characteristics of age groups.

We have used the Ohio State Academic Standards for each lesson to align with

the grade level we are teaching. Because of this, they should be academically

appropriate for the age group. Students at this age are also in the early stages of

puberty; meaning they most likely need activities that allow them to work with others

and move around (Brown & Knowles, 2007). The very first lesson in our unit has

students working in groups or discussing, as does the first Friday lesson over

technology.

1.4: Teachers model respect for students’ diverse cultures, language skills, and

experiences.

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Our unit as a whole centers around world issues affecting us today. We hope that

students will take a new perspective on the world and their individual lives by looking at

world issues. Because of this, our unit automatically respects diverse cultures,

languages, and experiences. We even have a lesson overview that centers around

language. We hope that by the end of this unit, students will be able to apply what they

have learned to their own experiences and become lifelong learners.

1.5: Teacher’s recognize characteristics of gifted students, students with disabilities and

at-risk students in order to assist in appropriate identification, instruction, and

intervention.

For each of our fully developed lessons, we have provided possible

differentiations. Obviously if we had an actual class in mind when making these

accommodations, we could be more student specific. We wrote general differentiations

for possible needs students might have.

Standard 2: Content

2.1: Teachers know the content they teach and use their knowledge of content-specific

concepts, assumptions, and skills to plan instruction.

Since we have been in the field this semester teaching, we are decently

knowledgeable about our content areas. We have observed different teaching styles

and methods of instruction as well as practice our own teaching skills. Since we are in

the methods block, we have been learning more about our content and how to teach it.

We have worked hard to ensure that our lessons correspond to what we have learned in

our placements and in our classes thus far in the education program.

2.2: Teachers understand and use content-specific instructional strategies to effectively

teach the central concepts and skills of the discipline.

We have worked hard to make sure our lessons correlate to what we have

learned so far in the education program. We have talked with our professors about the

content specific lessons to ensure we were doing them correctly. We hope that our

lessons are realistic and concrete enough to use in our future classrooms.

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2.3: Teachers understand school and district curriculum priorities and the Ohio

academic content standards.

For each of our lessons for the whole two week unit, we have provided Ohio

Academic standards. We made sure our lesson activity related back to the standard and

met the standards’ academic rigorousness. We used sixth grade standards since our

unit is targeted to sixth grade students.

2.5: Teachers connect content to relevant life experiences and career opportunities.

Our unit centers around taking a new perspective on the world by analyzing

world issues. We hope that by having lessons on different world issues, students will be

able to learn more about themselves and the world they live in. We hope students will

be able to connect with at least one of the topics covered in our lessons. We want to

enlighten students on current issues, or bring new light on historical events that have

greatly impacted our world today.

Standard 3: Assessment

3.1: Teachers are knowledgeable about assessment types, their purposes, and the data

they generate.

We have included a pretest, posttest, and four formative assessments in this unit.

We use the pre-test to measure what knowledge students are coming into this unit with.

We want to know their background knowledge or possible gaps in their learning. This

information will help us plan our unit and know which topics to spend more or less time

on. The post-test is used to ensure students have gotten where we wanted them to be

in their learning. It will assess their knowledge as they are exiting the learning. This can

also be used as a pretest for the next unit. The formative assessments will help both the

students and us see where they are in their learning. We can measure growth or gaps

in their learning. We will provide effective feedback on the formative assessments so

students can fix their mistakes or misconceptions. Students will always know where

they are in their learning and where they are going. The formative assessments will also

help us modify lessons around student needs.

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3.2: Teachers select, develop, and use a variety of diagnostic, formative and summative

assessments.

For each of our assessments (six in total) we have thought about the purpose,

use, and accuracy of each assessment. We have created targets made from the

standards, and used those targets to make our assessments. Based off the target types

(knowledge, skill, reasoning, and product) we can know how to appropriately assess

them.

3.5: Teachers involve learners in self-assessment and goal setting to address gaps

between performance and potential.

Because we will provide students with clear and effective feedback on their

formative assessments, students will know exactly where they are in their learning.

They can set goals for themselves and work on their misconceptions. They will be

aware of what they do well and what they need to improve on, which will allow them to

self assess future assignments.

Standard 4: Instruction

4.1: Teachers align their instructional goals and activities with school and district

priorities and Ohio’s academic content standards.

For each of our lessons for the whole two week unit, we have provided Ohio

Academic standards. We made sure our lesson activity related back to the standard and

met the standards’ academic rigorousness. We used sixth grade standards since our

unit is targeted to sixth grade students.

4.4: Teachers apply knowledge of how students think and learn to instructional design

and delivery.

As Brown and Knowles (2007) note in their book, students at this age need

engaging lessons that connect to their lives, that get them talking with their peers, and

that challenge them. Our unit, since it deal with world issues, is applicable to student

lives in at least one lesson. We have worked hard to ensure most of our lessons have

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students discussing or working with their peers. We also hope that our lessons

challenge students to think critically, reflect on their lives, and change their view on the

world.

4.5: Teachers differentiate instruction to support the learning needs of all students,

including students identified as gifted, students with disabilities, and at-risk students.

For each of our fully developed lessons, we have provided possible

differentiations. Obviously if we had an actual class in mind when making these

accommodations, we could be more student specific. We wrote general differentiations

for possible needs students might have.

4.6: Teachers create and select activities that are designed to help students develop as

independent learners and complex problem-solvers.

Our whole unit is based off having students reflect on their lives and take a new

perspective on the world. By doing this, we hope they will be interested and connected

to our curriculum, maximizing their learning. We also want students to become lifelong

learners by engaging in our lessons and becoming more informed about the world they

live in.

4.7: Teachers use resources effectively, including technology, to enhance student

learning.

Throughout our unit we use articles, maps, videos, and websites that we tried to

make current and appropriate for the students and the unit. We hope that these

resources add to the unit and make students look at the world a little differently. By

doing that, we want students to take a new perspective on the world and their individual

lives. Ultimately, we hope using these resources help students learn more and become

lifelong learners.

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Works Cited

Anthropology & the Human Condition. (2011, November 10). Retrieved November 19,

2015, from http://sc2218.wikifoundry.com/page/Eurocentrism in World

Maps

Brown, D.F. & Knowles, T. (2007). What every middle school teacher should know

(2nd ed.). Portsmouth, NH: Heinemann.

Causes Of Illiteracy. (2007).What Causes It. Retrieved November 15, 2015.

Gaynor, D. (2013, January 22). Illiteracy Costs the Global Economy $1 Trillion.

Retrieved November 17, 2015.

Imagine not being able to read. @PSCLiteracy Author Ike Eikanger, 76, of Concord

shares his poem on. (2014, September 17). Retrieved November 8, 2015.

Literacy and illiteracy. (2015). In Compton's by Britannica. Retrieved November 8, 2015.

The 100 People Project: An Introduction. (n.d.). Retrieved November 8, 2015.

Why are two out of three illiterate people female? (2013, September 2). Retrieved

November 8, 2015.

100 People: A World Portrait. (n.d.). Retrieved November 8, 2015.

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