My 3rd lesson plan: Globalization cont’d (M2 / Grade 7)

Teacher Candidate: Tim Morse 

Date Lesson Taught: April 20 & 22, 2021 

Name of Mentor: ....... 

Lesson Title: Causes of Globalization Grade 

Level and Course: MYP 2, Individuals & Societies 

Time Segment of Lesson ; 2 x 80 minutes

InTASC Standard 1, 2 & 3 

InTASC Standard 1: Learner Development The candidate understands how students grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Guiding Question: Does the candidate use knowledge about students’ growth and development to design and implement developmentally appropriate and challenging learning experiences? 

InTASC Standard 2: Learning Differences The candidate uses understanding of individual differences, diverse cultures and communities to ensure inclusive learning environments that enable each student to meet high standards. Guiding Question: Does the candidate create a positive classroom climate by making students feel valued and show respect for each other? Guiding Question: Does the candidate use knowledge about individual differences and diverse cultures to develop inclusive learning environments that support all students in meeting high standards 

InTASC Standard 3: Learning Environments The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 

Guiding Question: Does the candidate create environments that support individual and collaborative learning, positive social interaction, active engagement in learning and self-motivation? 

1st Lesson Special Notes Adaptations for students with reading disfunction Use of small group work (heterogenous) Each Lesson: Tool Check DO they have their photocopied chapter from the text? Do they have pen and paper? Do they have their text? 

Lesson Topic: Unit 1: Globalization (from: Grace, Paul. Individuals And Societies For The IB MYP 2. 5th ed., Holder Education, 2020.) Understanding globalization and associated key terms and placing it in some historical context. 

Standard(s) Addressed in Lesson: There are four Assessment Objectives (AOs) for Middle Years Programme (IB preparatory course) Individuals and Societies course. Having followed the lesson, students will be expected to do the following: A. Knowing and understanding Use vocabulary in context Demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples. C. Communicating information and ideas with clarity Communicate info & ideas in a way that is appropriate for the audience & purpose Organize information and ideas effectively for the task D. Thinking Critically Identify the main points of ideas, events, visual representation or argument Uses information to give an opinion Identify and analyze a range of sources/data in terms of origin and purpose Identify different views and their implications. 

Objective(s) of the Lesson: Students will be able to ... comment with some sophistication on the causes of Globalization provide examples of factors contributing to the ‘process’ of Globalization cooperatively with peers in small groups, create a mind map of Causes of Globalization Vocabulary (and other literacy skills): Students must be able to read the assigned text, in English, with detailed comprehension. Students must be able to discuss and justify their assessment and opinions concerning that text in class. 

Student Diversity and Differentiation of Instruction 

EAL students (available to all students) advance vocabulary list for all - EAL / emerging students may refer to text in their native language and /or an annotated version of the assigned text, use of dictionaries, thesauruses 

students with disability -allow ADHD students to move about the room as needed, encourage use of colour text highlighting system to assist with meaning, literary techniques/devices etc., chunking reading into smaller portions. 

Emerging/developing readers shortened advanced vocabulary list including coordination w/ resource reading support staff (if available), graphic note sheet to assist in organizing thoughts in relation to readings, advanced copy of reading selection “chunked” and highlighted 

Gifted Learners In this lesson gifted learners are being asked to work in heterogeneous groups in order to share their knowledge and understanding with their peers 

Formative and Summative Assessments 

Formative Assessment Summative Assessment Mind maps created in small groups; verbal check ins during class 

No Summative Assessment this lesson

Big Ideas to be Addressed in the Lesson: Reading with understanding. Students are able to express their understanding of Globalization, they are able to discuss in some detail examples of globalization (from their previous Infographic project) and deepen their understanding of the likely causes of globalization. Relating globalization to past eras of human history is a bonus! 

Discussion Questions Write out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. 1. What are some causes of Globalization? 2. Is globalization a force for good or bad? 3. What local phenomenon, in your community, do you think could become ‘globalized’? 

21st Century Knowledge and Skills 21st Century Knowledge and Skills Teaching Strategies Critical thought, Technology literacy, collaboration Some reading and analysis of be performed in class. Reading will be done in heterogeneous groups of 3 to support weaker readers. Communication Discussion/review of the classroom as a ‘safe place’, communicating visually via an mindmap Analysis and Synthesis Students should demonstrate a general understanding of globalization as well as some specific knowledge on the subject of their recent Infographic 

 Teaching Strategies and Related Student Activities (Include Web 2.0 activities as appropriate): {What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?} 

The lesson is aimed at deepening students’ understanding and analysis of globalization as a process/phenomenon based on examining its potential causes. There would be an expectation that the majority of students will do the assigned reading, both in class and at home. The creation of the mind maps will occur in class as part of small group work. 

There are 2-3 other small group worksheets that will be provided as time allows. 

Time within class: 5 minutes Physical stretching to wake up (7:30 a.m. starts are sleepy-headed) [Dividing the class into groups of two or three; an opportunity for some ‘heterogenous’ groupings with stronger students able to be of assistance to weaker ones. [This may also be a pairing/sharing exercise but I want to keep it flexible in case larger groups make sense.] We will review the assigned text together (with some reading aloud). We will pause for some discussion about globalization and their specific topics as the opportunity arises. This is also an opportunity to review the vocabulary list.] 

Time within class: 10 minutes Revision / re-cap of globalization so far Confirmation that video recording is being done Confirmation that today’s work is formative only 

Time within class: 20 minutes Activity - breaking up into groups for mind map activity (based on pages 6-7 in the text) 

Time within class: 15- 20 minutes Groups report to whole class on their mind maps 

Time within class: 20-25 minutes (Adjusted as time permits) Activity: Activity Sheet 3 - “What are the driving forces behind Globalization?” [Fill in the blank mind map] completed in same groups Each group takes turns answer the fill in the blanks from the worksheets until completed (and as time permits) Groups, in turn, to provide their answers to each of the 4 fill-in-the-blank tasks If there is little exchange of ideas, at first, I would use direct prompts referencing the text’s chapter on globalization to generate some discussion. 

Time within class: 5 minute Wrap up - preview next class 

[End of 80 minute class]

[Start of 80 Minute class] 

Time within class: 5 minutes: Revision / re-cap of globalization so far looking at our discussion of interconnectivity between Trade, Transport, Communication and Labour. Confirmation that video recording is being done Confirmation that today’s work is formative only 

Time within class:10 minutes Review of vocabulary list provided earlier 

Time within class:10 minutes Vocaroo extension of Infographic project 

Time within class : 10-15 minutes Activity sheet 4 - completed in same groups This is a ‘fill in the blank’ exercise 

Time within class : 20-25 minutes Activity 2 Review of written passage as a whole class 

Time within class : 20-25 minutes Activity Sheet 1 (Case Study) - completed in same groups Students, in groups, review the written selection provided for analysis and then complete the fill-in-the-blank tasks (1-5) 

Time within class: 5 exit ticket and outline next week’s topics Activity: Student Exit Survey 

Teacher/Student Input: Students: read some or all of the assigned portion of the text, discussion concerning Globalization based on (3) activity sheets. Teacher: is prepared to encourage, facilitate and moderate the students’ discussion . Review: Formative assessments -verbal check-ins with students to confirm understanding. Some give and take on the students’ analyses to tease out basis for understanding Materials and Resources for Lesson Materials, Technology, and Websites Required Preparation the Text (one chapter provide as a photocopy to each student) advance reading of text Devices to use for research Students bring their devices; if devices are limited, students can participate in teams/pairs) notes made on paper, devices & white board have pens and paper on hand, confirm need for devices in class ahead of term via Google Classroom Use this space to write a paragraph or two discussion how the lesson went. Be honest -- you can use this information in your reflections for Module 8. 

 I have taught the first 80 minute portion of this lesson. 

Use this space to write notes on how you might change this lesson when you teach it again: 

 If I had access to a working overhead projector, I would expand the materials to include some video( e.g., Crash Course World History (2 videos on Globalization) - this would be helpful to engage with certain students in the class for whom visual info is more accessible than written material. References Globalization As a related concept, globalization encompasses local, national and global repercussions and expectations for our “shrinking” world. Economic globalization is the increasing integration of national economies so that resources, products and information flow more freely across borders. Globalization is an ongoing process that can accelerate, slow down, or even be reversed. Currently, many arrangements exist between countries that increase economic integration to varying degrees (that is various types of trading blocs). Globalization can be slowed or reversed when governments or other groups take actions to limit the movement of resources, products or information across borders. This can happen for many reasons, including but not limited to: war, a desire to protect domestic industries or a desire to collect taxes on imports. … It has been characterized by some geographers as a process of time–place convergence and it is characterized by an increasing interdependence among peoples and nations. The cultural, political and economic interconnectedness of the global economy is an undeniable trend that has been amplified by rapid improvements in technology and communication systems. Globalization can be simultaneously positive and negative for people and the natural environment depending on the range of changes that result and the perspective of the analyst. Globalization as a concept has also been questioned by some who have preferred to speak of processes of “westernization”, “glocalization” or “mundialization”. MYP Individuals & Society Guide, p 42 & 45: https://drive.google.com/file/d/1Zz7g3GJqJEL2pvDj4WN1PI8FRvJTqxCA/view?usp=drivesdk 

 Wiggin, Grant. “What Is a Big Idea?” Authentic Education - What Is a Big Idea?, Authentic Education, 10 June 2010, www.authenticeducation.org/ae_bigideas/article.lasso?artid=99. https://data.worldbank.org/indicator/IT.NET.USER.ZS 

Activity Sheet 1(case study): https://drive.google.com/file/d/1sg0oIZa3fQuiYeGeZw0lEdk79OOvHUVh/view?usp=drivesdk 

Activity Sheet 2 (Reading selection): https://drive.google.com/file/d/1z9XttoP4b5QA7mieU8H26Bc9T0E2mlZK/view?usp=drivesdk 

Activity Sheet 3: https://drive.google.com/file/d/1mV8ZRN1Kk6fccNEw2ukn9kIS1pZAwsB9/view?usp=drivesdk 

Activity Sheet 4: https://drive.google.com/file/d/1zl-tUmXAErtOO9SYK7eXovkZPsLH1tYD/view?usp=drivesdk 

 Save your links to ideas and resources for the lesson here. Vocabulary List Globalization Transnational corporations (TNCs) Franchises Manufacturing Production Outsourcing Interconnected Connectivity International trade World Trade Organization Migration “Chinglish”