5+Day+Lesson+Plan

Five Day Action Plan Spalding Spring 2009 SSE 3312 T/W Theme: __3rd Grade Geography/ Places & Regions (Dominican Republic)__ Group Members: __Leteshia Campbell__ __Akilah O’Brady__

Monday- **// Title //**** : Background Information on Dominican Republic ** Learning Objectives //**** : The student will be introduced to and learn background information on Dominican Republic (like where it is located, what are some of its natural resources, and when, who, and where it was founded) with 80% accuracy. After students are informed on this information, students will have a group discussion with peers and teacher on what they’ve learned about Dominican Republic. ** Sunshine State Standards //**** : ** SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica). __]]__ __SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean__]] SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places. __]]__ __SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.__]] **// Student Activities & Procedures //****// : //** **//
 * // 1 //**** . After lesson has been taught, students will engage in an interesting discussion about what they have learned throughout the lesson. **
 * // 2 //**** . Then students would be put into groups of three to brainstorm and think of 5 or more key, historical facts that were discussed during the lesson about Dominican Republic. **
 * // 3 //**** . Students will be expected and told that they’re graded for participation points so everyone //__must__// give feedback and contribute to their group when brainstorming these key facts. **
 * 4. Teacher would emphasize that I’ll be walking around to make sure each person is giving feedback and helping their group members brainstorm facts. **
 * 5. Students would think of these facts by answering a few questions, such as—what was Dominican Republic first called? Who was it founded by? When did the country first gain its independence? What is the Dominican Republic considered now: a Caribbean island, a state, a union, or a body of ocean? These are a few questions the students could answer to help them get their first 4 facts. **
 * 6. After students gather their facts, one person from each group will be a leader and would come up to the front of the class or stand where they’re seated and share their facts that their group members and themselves came up with. **

Resources/Materials: //**** Classroom Textbook **, **CIA Internet site** Assessment: //** **Pre-Assessment**: **Students will be pre-assessed by making a KWL chart and jotting down in the section of the chart, what they think they might know, a few facts about Dominican Republic before I introduce the lesson to them. Post-Assessment: Students will complete the next two sections of their chart and after will be assessed by informal evaluation when doing the group activity.** Exceptionalities: //**** I would make accommodations for my ESOL students by creating //think pair share groups// and I’ll make sure to match an ELL student with a non- ELL student in a group. I also would speak at a //slow pace// when going over the background information with the class and encourage the students to speak at a slow pace too when presenting their group ideas to the class. ** Tuesday- **// Title //**** : Geography of Dominican Republic ** Sunshine State Standards: //** SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.__]]__ __SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean__]] SS.3.G.4.1: Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. __]]__ __SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places__]] **// Student Activities & Procedures //**** : ** Resources/Materials //**** : Class-Size map, geometrical ruler, pencil, paper ** Assessment //**** : Pre-Assessment: Students will be assessed based on their participation and effort to complete the assignment with their group members. I would also assess them on how well they work with each other. Post-Assessment: They will be assessed informally after being assessed for their participation and willingness to work with others by each group having to present to the class what they found for their measurement between Haiti and Dominican Republic. ** Exceptionalities //**** : The accommodations I would make for my ESOL students during this lesson is to have them again //paired up with a non-ELL student// so they could have some help understanding the material given and I would make sure to go around and assist them throughout the activity so I know they have a clear understanding on what they’re supposed to be doing. **
 * // Learning Objectives //**** : The student will use a class-sized map to identify different types of scale to measure the distances between Haiti and Dominican Republic or other Caribbean islands in its boundaries with 80% accuracy. Also students will research information on the climate and the environment of Dominican Republic and by doing this will learn more about the geographic aspects of the country. **
 * // 1 //**** . Students will be put into groups of 2-4 and will be supplied with a class-size map already placed on desks. **
 * // 2 //**** . Students would be instructed to look at the map and I’ll demonstrate to them where Dominican Republic can be found on the map. **
 * // 3 //**** . After doing this, I would explain to them what the lesson would entail today and that we will be discussing and observing the geographic landscape of Dominican Republic. **
 * // 4 //**** . I would have one person in each group in charge of making sure the map is properly displayed on the desks so everyone in the group gets a good view of it, then have another person in charge of showing others in their group how to measure the distances, with the geometric rulers given, between Haiti and Dominican Republic. **
 * // 5 //**** . After each group finds the measurements, I’ll have them record or jot down on a sheet of paper, what each group observed or noticed about the geographic landscape of Dominican Republic and each group has to come up with something different from another group. **
 * // 6 //**** . I will make sure to communicate to the class that I expect them to put forth an effort and try their best when doing this assignment, and that we all make mistakes and learn from each other, so don’t be afraid to give the measurement that you and your group members found and the observation that you may think is relevant to the geographic landscape of Dominican Republic. **

Wednesday - **// Title //**** : The People of Dominican Republic ** Learning Objectives //**** : The student will learn about the population, birth rate, language, religion, nationality etc. of the Dominican Republic people with 80% accuracy. ** Sunshine State Standards //** : SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places__]]__ __SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information__]] SS.3.G.2.6: Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area__]]__ __SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.__]] **// Student Activities & Procedures //**** : ** Resources/ Materials //**** : CIA Internet site and other educational internet sites ** Assessment //**** : Student learning will be based on performance and how well the student did when researching the information and presenting in front of the class. ** Exceptionalities //**** : The accommodations I’ll have in place for my ELL student is to have them receive help from me after school so if the parent cannot help the student, I’ll be more then welcome to assist the child with this take- home assignment and have them understand the instructions thoroughly. **
 * // 1 //**** . Two Students will be assigned to research one of the same characteristics of the Dominican population and write a book report or a summary on what they found out about their topic and present it to the class. **
 * // 2 //**** . Students would be asked to also bring in a prop or visual aid to use when presenting so their classmates can have a better insight on the people of Dominican Republic. **
 * // 3 //**** . Students do not have to bring in a prop if they feel they do not need a visual aid to help them with their presentation. **
 * // 4 //**** . However, I do recommend all students to try their best to bring in a visual aid along with their research assignment because they would receive extra credit if they went the extra mile to depict how the Dominican people are and their culture. **
 * // 5 //**** . Before giving them the assignment to complete at home, I’ll demonstrate to them how I would present the religion of the people of Dominican Republic, if I was presenting. **
 * // 6 //**** . I’ll give them a few resources to refer to so they could already have help on the researching part of the project and I’ll give them until Friday to complete and have everything ready to present to the class. **
 * // 7 //**** . I would give them a few tips in class also and tell them to write down these tips so they can have it when completing the assignment. **

Thursday- **// Title //** : **Government/ Economy of the Dominican Republic** Learning Objectives //**** : The student will learn how the 3 branches of government are run in this country and how it may compare/contrast to the United States government. Students will complete this task by creating a Venn diagram and stating 5 facts on how U.S. and Dominican Republic government differs and how it’s the same with 80% accuracy. ** Sunshine State Standards //**** : ** SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. __]]__ __SS.3.G.4.1: Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean.__ ]] SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information__]]__ __SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places.__ ]] **// Student Activities & Procedures //**** : ** Resources/ Materials //**** : Chalkboard, Chalk, Classroom Textbook, and Sheet of Paper to make Venn Diagrams ** Assessment //**** : Students will be assessed based on their participation in the discussion and game. Then students will later get assessed on their Venn Diagrams to see if they got the gist of the topic and assignment. ** Exceptionalities //**** : ESOL accommodations that can be used when covering this lesson, is speaking very slowly when reading aloud before class discussion and game. Also, encouraging discussion and relating personal experiences to the lesson can also be a way to cater to my ELL students. **
 * // 1 //**** . Students will be encouraged to have an interesting debate on the government and economy of the Dominican Republic compared to the U.S. by discussing the similarities and differences they think the two places may have and would gather this information from the reading done in class. **
 * // 2 //**** . I would inform students before telling them about the lesson, to pay very close attention to when I read aloud and follow along with me in your textbooks because when I ask questions after the reading, we’ll play a trivia game and make the lesson into a discussion afterwards. **
 * // 3 //**** . Students will be expected to listen carefully and play fairly when coming to the game. **
 * // 4 //**** . After the game and discussion is over with, students will then work on their Venn Diagrams and take it home to finish up if it wasn’t finished in class. **

Friday- **// Title //** : **Culture Day! Covers Food, Music, & People of Dominican Republic** Learning Objectives: //**** The student will be able to present their assignment that was given on Wednesday and then will enjoy the rest of the day with listening to Dominican music, and eating Dominican food (if the student’s parents were okay with them eating the food). After getting a closer look into the Dominican culture, students will be given a mini-quiz on the Dominican culture and will perform with 80% accuracy. ** Sunshine State Standards: //** <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information__]]__ <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">__SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean__]] <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean. __]]__ <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">__SS.3.G.4.4: Identify contributions from various ethnic groups to the United States__]] Student Activities & Procedures: //** **// 1. //**** Students will be presenting their research projects today and after will listen to Dominican music and indulge in eating some yummy Dominican food, if parent gave permission. ** Resources/ Materials: //** **Pencil and Mini-Quiz worksheet** Assessment: //** **Students will be assessed informally when presenting their research project and based on performance when taking their mini-quiz**. Exceptionalities //** : **For my ESOL students, I would try to accommodate to them by having them grouped with other students in the classroom and have them receive help from their classmate.**
 * // 2. //**** When students are sitting down listening to the music and enjoying the food, I’ll have them look over their mini-quiz so they can have an idea of what they would be faced with after all the fun and games are over with. **
 * // 3. //**** I would also write some key facts down on the board to help them with their mini-quiz and tell them that they should try to absorb the information on the board while having fun because it will be very beneficial to them to do so and wink to them to give them a heads up. **
 * // 4. //**** I would also preach to them that I want them to have fun while learning so don’t get worried or frustrated with the mini-quiz. I’ll tell them have fun with it and try to answer the 5 questions to the best of their ability. **