My 4th lesson plan (M2/Gr7)
Lesson Plan
Teacher Candidate: Tim Morse
Date Lesson Taught: April 27 & 29 & May 3, 2021
Name of Mentor:
Lesson Title: Globalization : a force for good or ill?
Grade Level and Course: MYP 2, Individuals & Societies
Time Segment of Lesson ; 2 x 80 minutes , 1 X 50 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 (Advanced copy of chunked and highlighted version of reading assignment)
Use of small group work (heterogenous)
Use of video resources via overhead projector
Each Lesson: Tool Check
Do they have their reading assignment?
Do they have pen and paper?
Do they have their devices?
Lesson Topic:
Unit 1: Globalization (from: Grace, Paul. Individuals And Societies For The IB MYP 2. 5th ed., Holder Education, 2020.)
Understanding globalization, associated key terms, placing it in some historical context and examining globalization’s positive and negative impact on our world.
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 ...
state some of the causes of Globalization
give examples of factors contributing to the ‘process’ of Globalization
discuss reading assignment in small groups and report back to the class
begin to outline effects of globalization and categorize them as positive or negative
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
Student Diversity
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 / Dyslexia
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 and highlighting of reading into smaller portions, providing advanced copy of reading assignment
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,
their reading has not been modified (i.e., chunked and highlighted)
Formative and Summative Assessments
Formative Assessment: verbal check ins and student reporting to whole class on assigned reading ( activity 2)
Summative Assessment: A 500 word written essay (due May 15/21-ish)
Circulating through class during reading review to see how the group work is going ( especially in groups w/ developing readers)
Students’ Essays will be assessed using:
Crit A (knowing and understanding) i, ii;
Cr. B (investigating) iii;
Crit C (communicating) i, ii, iii; and
Crit D (thinking critically) i, ii, iii, iv
Debate :
Globalization - A force for Good or Bad? (May 3/21 in class)
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 readings and work including their Infographic project) and deepen their understanding of the likely causes of globalization. Relating globalization to past eras of human history is a bonus! Students able to review positive and negative impacts of Globalization
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. Review - 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 will be performed in class. Reading will be done in heterogeneous groups of 3 to support weaker readers.
Communication
Discussion/review of the classroom culture and classroom as a ‘safe place’
Analysis and Synthesis
Students should demonstrate a general understanding of causes and qualities 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 their understanding of Globalization’s causes and effects.
There would be an expectation that the majority of students will read the assigned reading, both in class and at home.
A review of the assigned reading will occur in class, as part of small heterogeneous-group work.
Activity Sheet 2 has been provided in advance. We will discuss whether Globalization is good or a bad thing for the modern world.
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 it’s effects as the opportunity arises. This is also an opportunity to review vocabulary words of concern.]
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 Reading activity (Activity Sheet 2)
Time within class: 15 minutes
Groups report to whole class on the assigned reading (Activity sheet 2)
Time within class: 20-25 minutes
(Adjusted as time permits)
Activity: Crash Course Economics - Globalization video
Verbal reflections/reactions from students on the video.
Activity: 5 minutes
Student Exit Survey
Time within class:
5 minute
Wrap up - preview next class - continuation or effects of globalization and debate prep.
[End of 80 minute class]
*********************************************************************
[Start of 80 Minute class]
Time within class: 5 minutes
Physical stretching to wake up (7:30 a.m. starts are sleepy-headed)
Time within class: 5 minutes:
Revision / re-cap of globalization so far looking back at last class’ and start of discussion about the positive and negative effects of Globalization.
Confirmation that video recording is being done
Confirmation that today’s work is formative only
Time within class: 15 minutes
Activity: Crash Course World History - Globalization2 video
Time within class:10 minutes
Unpacking the video we just watched
[OPTIONAL :Time within class 10 minutes
Activity - Review of the following graphic on Climate change and placing it in the context of Globalization: NYT Kids
Time within class : 10-15 minutes
Unpacking the NYT climate change graphic ]
Time within class : 20-25 minutes
Debate task - Is Globalization a positive force in the world? (Pro v Con)
Class split into 6 Small groups: 3 groups will form the “Pro Team” and 3 will form the “Con Team” but initially they will work using their graphic organizers to develop their positions (Pro or Con)
Use of graphic organizers to organize thoughts for debate ( and essay assignment)
Discussion of : What is a debate? What are the steps of a debate?
Resource: https://noisyclassroom.com/oracy-ideas/five-steps-for-preparing-a-debate-with-a-class/
Teacher/Student Input:
Students: read the assigned text (Activity Sheet 2), discussion concerning Globalization based on activity sheets, videos and Infographics .
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 8o minute class - the reading task could be ‘jazzed’ up a bit. It is a dense subject and the materials contain some complet vocabulary. I have tried to guard against ‘word’ shock by providing an advance copy of assigned reading tag is chunked up and highlighted but...the reading habits for reading at home seem weak. I knew this and so spent a significant part of class going through the reading but it still felt undynamic.
I like the crash course videos as a resource (clearly a personal bias) and the stduents seem tolerant so far. I acknowledge the materials are dates - some 9 yrs old and some 6 so I will need to find some more recent video material to engage everyone but especially those who access info primarily visually.
I am interested to see if the graphic organizers will serve to help all the students but especially those with reading challenges
Use this space to write notes on how you might change this lesson when you teach it again:
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 2 (Reading selection):
https://drive.google.com/file/d/1z9XttoP4b5QA7mieU8H26Bc9T0E2mlZK/view?usp=drivesdk
Google Slides
Videos:
Crash Course Economics - Globalization video
Crash Course World History - Globalization2 video
Graphic Organizers:
Word Web and Fact v. Opinion
Modified Activity 2 for developing readers
Modern Language Association Citation Guide
Globalization & Climate change : https://www.nytimes.com/interactive/2021/04/18/climate/climate-change-future-kids.html
Save your links to ideas and resources for the lesson here.
Vocabulary List #1: Globalization
Transnational corporations (TNCs)
Franchises
Manufacturing
Production
Outsourcing
Interconnected
Connectivity
International trade
World Trade Organization
Migration
“Chinglish”
Vocabulary List #2: Sweatshops
Labour
Minimum wage
Regulations/Laws
Leapfrogging
Colonialism/neocolonialism
Sustainability
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