Alexandra Stiler Section 008 A&E Teacher(s): Alexandra Stiler

Middle Level Lesson Plan Template (Direct Instruction) Subject/Grade Level: 6th grad social studies Topic/Unit of Study: Europe

Objectives: (What will students know and be able to do at the end of this lesson?): The students will participate in a gallery walk of QR codes around the
room. Students will be able to recite introductory information about the geography, economic factors, and culture while using the literacy strategy France, Germany, United Kingdom, Italy, Spain, Sweden, and Ireland. The students will use the literacy strategy the four Ps. (Preview, purpose, pause and think, and prove) to analyze the information given with the QR codes.

TEKS (Content):113.18: (b) Knowledge and skills. Knowledge and skills (1) History. The student understands that historical events influence contemporary events. The student is expected to: (A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (A) identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. 3.C_Geography: compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; (12) Government. The student understands various ways in which people organize governments. The student is expected to: (A) identify and give examples of governments with rule by one, few, or many; (B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and\ (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:

Academic Vocabulary: (What terms are

fundamental for understanding this lesson? How will you introduce them?) Population and Culture For France, Germanys Brief History, United Kingdoms government, Italys culture, Spains brief history, Irelands divided country, and Swedens economy

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(A) (B) (C) (D) (E) (F)

Middle Level Lesson Plan Template (Direct Instruction)

define culture and the common traits that unify a culture region; identify and describe common traits that define cultures; define a multicultural society and consider both the positive and negative qualities of multiculturalism; analyze the experiences and evaluate the contributions of diverse groups to multicultural societies; analyze the similarities and differences among various world societies; and identify and explain examples of conflict and cooperation between and among cultures.

22. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication based on research; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; (E) use standard grammar, spelling, sentence structure, and punctuation; and (F) use proper citations to avoid plagiarism. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

ELPS (Language): Assessment/Rubrics: (Must relate to lesson objective. What will students do to demonstrate what they have learned? How will you know students have
achieved the stated objective?) The students will be able to recite introductory information about the countries France, Germany, United Kingdom, Italy, Spain, Sweden, and Ireland. They will use the four Ps to analyze the information and will fill a chart to demonstrate the literacy strategy.

Opening: (state objectives, connect to previous learning, and make relevant to real life) In the beginning of class, I will have the students with iphones
download the application (if they had not already done so ) Students will be handed a chart to fill out when the QR code is scanned, I will then model the

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Middle Level Lesson Plan Template (Direct Instruction)

information and make sure the students know they are using the four Ps to think an alytically about the information given.

(What will you say/do to show students what is expected?)

Teacher will: Explain the different QR codes and what they entail. I will then go over the four Ps (literacy strategy) and model for them what I expect when they access the information.

Student will: Have the Kaywa Application downloaded on their smart phones- (The ones that do have smart phones) and pay attention to the directions listed on the worksheet that involves the chart while I model the directions since they will be working in groups.

Co-Teaching Strategy/Differentiation (Identify which co-teaching model, if any, will be used. How will you differentiate the instruction for
students who have special needs? How will you help these students meet or exceed the standards?) One Teach, One assist. For the students that have special needs, not only are they going to participate in groups so they are able to learn from other students assi stance, but a paraprofessional will be in the room helping with those specific students.

Instructional Input Teacher Modeling/Input

Check for Understanding/Formative Assessment: We will see if the students have questions about the instructions and answer the questions as thoroughly as possibly. I will also pay attention to body language to see what the students are doing when Im done with the explanation.

(What we will do together as they learn how to success at the new task/understanding?)

Teacher will: Model the four Ps (Preview, purpose, pause and think, and prove) together and how to properly scan the QR code along with instructions that go with them. A

Student will: participate in answering what the four Ps are, along with ask questions when needed with instructions are explained.

Guided Practice

Co-Teaching Strategy/Differentiation: one teach, one assist

Check for Understanding/Formative Assessment (What will I ask to see if students understand so far? What do I expect to see/hear?) I

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Middle Level Lesson Plan Template (Direct Instruction)

will ask if the students have any questions before they break into groups of approximately 5 people.

(What will students do on their own to internalize the knowledge?)

Teacher will: Break the students into groups based off of who has the smart phone. After the groups are broken up at every country QR codes, the teacher will walk around and observe what the students are writing down and talking about as they scan the QR codes along with answering questions the students have.

Student will: Do a gallery walk with their groups, each group will have about 5-7 minutes to get down the information they need to get down on their chart of the six European countries. They then will rotate according the timer.

Independent Practice

Co-Teaching Strategy/Differentiation: parallel teaching

Check for Understanding/Formative Assessment: Teachers will walk around the room and ask questions about what they kids are writing down, there will also be a chart check as we walk around to make sure they are on the right track.

Closing: (What will students be able to say/do to show they have learned? Describe how you will engage students in restating or reviewing the purpose and
the learning of the lesson.)

Students will be able to say at least one thing they learned about the countries, France, Germany, United Kingdom, Italy, Spain, Sweden, and
Ireland. They will be able to reference the chart they filled out as a group and will be able to reference it in the future for the unit in Europe since the information is applicable to the TEKS.

Materials and Resources: (What do you need to teach this lesson? Where will you acquire these resources?) For the lesson I need to have the application,
Kaywa, the QR codes in PDF form to hang around the room, different posters to signify the area, smart phones provided by the students, as well as charts for the four Ps for the students to have and fill out when doing the gallery walk.

Citation of Source: (Where did you get the idea for this lesson? Give credit to teachers, print resources, or internet sites that inspired/informed your plan.) I
got the idea after talking with Benjamin Taylor, my Mentor teacher. The site we use is: http://qrcode.kaywa.com/dashboard/ to generate the QR codes. Other

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websites include:

Middle Level Lesson Plan Template (Direct Instruction)

http://www.kidport.com/reflib/worldgeography/france/france.htm- France Geography. http://www.zujava.com/irish-facts-for-kids -Ireland http://www.ducksters.com/geography/country.php?country=Sweden - Sweden http://www.ducksters.com/geography/country.php?country=Spain - Spain http://www.kids-world-travel-guide.com/italy-facts.html - Italy
http://www.factmonster.com/ipka/A0108078.html - United Kingdom

http://www.ducksters.com/geography/country.php?country=Germany - Germany

Reflective Comments: (After teaching the lesson, return to this part of the lesson plan and add your own reflections. Remember to cite specific TAP
indicators in your reflection.) What went well? What did not go well? What do you need to change before teaching this lesson again?

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Middle Level Lesson Plan Template (Direct Instruction)