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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
S. T. Name: Amanda Weyhing # of Students: 22 Date: November 1, 2012 Cycle: Content Area: Geography

Age/Grade Level: 6th grade

Unit Title: Geography of Europe Lesson Title: Welcome to Spain Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. - How do the components of Geography effect different countries? - How do all of the components of Geography work together to shape a country? - How do all of the components of Geography effect Spain today? - What are the basic components that help to define the country of Spain today?

b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. - Academic expectations 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. - Academic expectations 2.19: Students understand the relationship between people and geography and apply their knowledge in real-life situations. - SS-06.2.1.1 Elements of Culture 6th grade: Students will explain how elements of culture (e.g. language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspectives. c) Describe students prior knowledge or focus of the previous learning. - a prior lesson which introduced the unit discussed Europe as a whole. Students learned about the purpose of the European union and created a map of Europe by placing the countries within the borders. - Students also defined all of the components of Geography at the beginning of the year and have used them in discussions of other countries.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. - For this unit there will be a test given upon completion of discussion of other countries in Europe that will cover the components of Geography in these countries. - The guidebook students make for this lesson will serve as part of their notes and will be used to create a study guide at the end of the unit. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. - The students in this class had been identified as advanced. This meant that they were identified as being able to analyze the connect on a higher level. Based on this I added more analytical questions to our discussion and more Spanish vocabulary to get them to interact with the language. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): - Before the lesson we discussed as a class any information the students already knew about Spain at the end of the previous day. Many students knew that they speak Spanish and are in Europe. Almost all of the students knew that Spain was part of the European Union because they had learned about it the day before. None of the students were able to say if Spain has a King or president. Based on the students previous knowledge of Spain my lesson targets were very broad to cover general knowledge of Spain and latter lessons would go into more depth. My lesson objectives were that the students understand the basic facts about Spains government, geography, culture, and culture, as well as be able to grasp some of the language.

f)

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Lesson Objective/ targets:

Assessment

Instructional strategy/ activity:

Objective/ target: I can identify and discuss the components of Spains geography.

Assessment Description: Class discussion based on their previous knowledge about Spain.

Strategy/ Activity: Students will create a guidebook to Spain in which they will discuss the components that make up Spains geography.

Assessment Accommodations:

Activity Adaptations:

Media/ technology/ resources: Smart Board, video on bullfighting, recording of Spanish national anthem.

Objective/ Target: I can identify and use Spanish vocabulary regarding the components of geography.

Assessment Description: Class discussion based on their previous knowledge about Spain.

Strategy/ Activity: Students will create a guidebook to Spain in which they will use Spanish vocabulary to complete.

Assessment Accommodations:

Activity Adaptations:

Media/ technology/ resources: Smart Board, video on bullfighting, recording of Spanish national anthem. Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) Bell Ringer: Based on the previous lesson: What does the European Union do? Hook/ Anticipatory set: Explain the use of a guidebook for travel and tell them that they are helping me create a guidebook (see Appendix I) for my trip to Spain. Instruction: There will be a PowerPoint presentation (see Appendix II) that corresponds to a handout that they will fill in the blanks on. The handout will cover information about Spains flag, Government, Economy, Geography, Culture and Fun Facts. In each of these categories they will not only learn the information but they will also learn corresponding Spanish phrases about the information. Guided Practice/Student Activity: They will fill out the guidebook, repeat the Spanish phrases, label a map with the bodies of water that surround Spain, color in Spains flag, listen to the national Anthem, and watch a video of a bull fight. Formative assessment: Having them repeat the Spanish phrases.

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At the end of the lesson I will play a review game with them to go over the Spanish words they learned, and what those words mean in English, as well as the facts they learned about Spain. Closer: If time allows teach them the new Spanish phrases on last page of PowerPoint and then remind them of their quiz tomorrow and their FACE time that is due tomorrow- offer the idea of sharing some of their Spanish phrases with their parents for their FACE time.

Reflection: Overall I believe the lesson went very well. Based on the review game at the end of the lesson that students were very engaged. During the review game they were placed in teams based on their pod and were able to discuss and come up with an answer together. The questions ranged from translating a word to English or to Spanish, to answering questions based on the facts such as does Spain have a King or President?. The students were able to answer almost all of the questions about the facts without their notes. This showed an improvement from before the lesson when we discussed Spain. I would estimate that about 80% of the students were engaged and participating in this game. I also base this conclusion off of the questions I received during the creation of the guidebook. The students were very interested in learning about the components. There were many questions about the sports teams. There were also many students asking how to say other words, and asking to see pictures of the different castles and the bull fights. The students seemed very engaged with the material and eager to learn more. From my point of view I feel like I handled this lesson very well. I gave the students a way to relate to me through creating the guidebook. The one thing I found I needed to work in from this lesson was classroom management. The students were very excited that I was teaching and their teacher had to step in at the beginning of the lesson and get them to focus so that I could begin my lesson.