My 1st Lesson Plan (D1/Gr 11)

Pre planning summary: Module 7, Unit 2, Activity 1 

 Summary of Discussion w/ Mentor prior to 1st Lesson 

 After spending approximately 7 days observing classes, my mentor advised that she would like me to teach the first lesson of Unit 5 to the IB Diploma Year 1 Geography students. 

 Unit 5, from their text deals, with Human Development and Diversity. My mentor specifically asked the I address the policy of Affirmative Action and how it relates to the UN sustainable development goals (which are mean to help increase the overall Human Development Index and Gender Inequality Index. 

 My Mentor gave me my assignment approx 5 days before that class I would teach. She did not provide me it’s particular instructions with respect to the format of a lesson . I think she may have chosen the D1 class as they are mature and motivated students - there is very little concern with respect to behaviour management strategies. 

There is a need to present in a manner that is engaging and at the students’ “level”. I had observed 4-5 D1 geography classes however and I had an opportunity to review the pertinent chapter/unit. I also discussed with my mentor and the school’s deputy head the necessary video permission forms. I also discussed posting a message to the D1s on their Geography Google Classroom page concerning their ( and their helpful adults’) permission to video record my lessons. 

I began preparing a lesson plan using the Teach Now template and found this very helpful as a guide for my thought process. Intermixed with the formal lesson plan was research on lesson content. When I had settled on the lesson plan, I shared it with my mentor, via email, to solicit her comments. She provided verbal feedback that it looked ‘good.’ 

 I proceeded to put together google slides for the class - I ran some resources/content by my mentor , again via email, including a relevant Khan Academy video, and finally shared my google slides with her via email the day before the class. She indicated that she thought the lesson was likely to run long and so we divided it into 2 lessons and determined that a student debate would be part of the second class on the subject of Affirmative Action. 

We had a discussion about practical matters too, including using her laptop to connect to the overhead projector in the class (as I do not have the correct cable to connect my iPad to a projector at this time). 

My mentor approved the google slides and I posted it to the D1 Geography Google Classroom. This is very helpful because, in the event of poor wifi or projector problems, the students could follow along with the slides on their personal screens during the class. 

 

After the class I prepared a second set of google slides in part to address questions raised in the first class. 

Lesson Plan: Teacher Candidate: Tim Morse 

Date Lesson Taught: March 29, 2021 Name of Mentor: Ms. __________

Lesson Title: Affirmative Action - and the UN Sustainable Development Goals 

Grade Level and Course: IB Diploma Year 1, Geography 

Time Segment of Lesson: 80 minutes 

InTASC Standard 1 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? 

Element: Developmentally Appropriate Instruction and Understanding Learning Guiding Question: Does the candidate use strategies that meet students’ cognitive, linguistic, social, emotional, and physical needs?  

Special Notes Intro of myself (why am I here?) Review of Ms. ______________’s role as my evaluator - I am being measured on a rubric too! Confirmation that video recording is being done and noting objections to that and that I will edit video accordingly Engaging with sensitive topics: The optional themes, the core SL and HL themes, and the HL extension cover areas of knowledge that are often affected by personal bias and value judgments. It is important that teachers are aware of this and ensure that students are not only presented with the facts but are taught the analytical skills to allow accurate interpretation and evaluation of these contemporary themes. (From: Page 9, IB Geography Guide (2019) Classroom Culture Mutual respect, support and caring to create a safe place for open and uninhibited discussion 

Lesson Topic: Unit 5: Human development and diversity 1. Development opportunities 

 Understanding ways of supporting the processes of human development. The multidimensional process of human development and ways to measure it: • UN Sustainable Development Goals (SDGs) criteria • validity and reliability of development indicators and indices, including the human development index (HDI) and gender inequality index (GII) • empowering women and indigenous or minority groups • Detailed illustrative examples of affirmative action to close the development gap ... 

Standard(s) Addressed in Lesson: There are four assessment objectives (AOs) for the SL and HL Diploma Programme geography course. Having followed the course at SL or HL, students will be expected to do the following. 

1. Demonstrate knowledge and understanding of specified content – Demonstrate knowledge and understanding of the core theme—global change ... 

2. Demonstrate application and analysis of knowledge and understanding – Apply and analyse geographic concepts and theories – Identify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material – Demonstrate the extent to which theories and concepts are recognized and understood in particular contexts 

3. Demonstrate synthesis and evaluation – Examine and evaluate geographic concepts, theories and perceptions – Use geographic concepts and examples to formulate and present an argument – Evaluate materials using methodology appropriate for geographic fieldwork – At HL only, demonstrate synthesis and evaluation of the HL extension—global interactions 

4. Select, use and apply a variety of appropriate skills and techniques – Select, use and apply the prescribed geographic skills in appropriate contexts ... 

Objective(s) of the Lesson: Students will be able to ... define , outline and comment on Affirmative Action provide examples of policies that fall under the idea of Affirmative Action identify, outline and comment on whether SDGs are made more achievable through Affirmative Action policies justify their opinions and ideas with examples, explanations and words in an organized, sustained, coherent & logical manner identify, outline, compare and contrast similarities and differences between Affirmative Action and other policies meant to help achieve the UN SDGs show their skill in speaking in a register and style to serve the context and their intentions, pronounce words with accuracy and use appropriate non-verbal communication techniques 

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 Reference to 2 graphic representations of the concept of Affirmative Action 

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 phonetics, coordination w/ resource reading support staff (if available), 

Gifted Learners Extension of activity to explicitly connect to one other subject,e.g., Theory of Knowledge, History, Physics/Chemistry 

Formative and Summative Assessments 

 Formative Assessment Kahoot on SDGS and Affirmative Action, moderation and observations of class discussion https://create.kahoot.it/share/affirmative-action-d1-geo-unit5/ebe1ac75-5767-4af8-8ff3-87f9888cfa80 

No summative assessment of this lesson 

Debate teams - informal debate occurs during second half of class on : “Do Policies of Affirmative Action help achieve the UN SDGs” Alternative approach - roundtable discussion comparing Tanzanian Government policy adopted at the time of independence and SDGs 

Big Ideas to be Addressed in the Lesson: Reading with understanding. Students are able to express their understanding of Affirmative Action, they are able to discuss whether /how policies of Affirmative Action in their view can help achieve the Human Development and Diversity Goals . They are able to justify their opinions. 

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. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)? What are the most significant SDGs Why? Do you think recent political criticism of Affirmative Action is merited? 

Affirmative Action is characterized as: “An economic policy of favouring members of a disadvantaged group. It is sometimes described as positive discrimination” (Text, page 568) Do you agree with this characterization? Why or why not? 

 21st Century Knowledge and Skills 

Critical thought, Technology literacy, collaboration, rhetoric 

Teaching Strategies

 If tech & good internet is available: a version of this class could be done using Flipgrid - and class time would be focussed on defending and discussing positions taken by students in their video commentaries. Part of task (reading and analysis) performed outside of class time but, defence of students’ out of class analyses occurs during class - it’s sort of a half-flipped class. 

This could also be done in pairs as a collaboration. Communication discussion/review of the classroom as a ‘safe place’ Analysis and Synthesis Students should be able to to demonstrate understanding. In their discussion of the SDGs and Affirmative Action in particular while also stating their connection to previous topics covered in the text. Consider: “In reading: Converse with the author. Assume the text makes sense. You will likely only understand the text if you assume it is meaningful and ask questions of it – if you ‘converse’ with the author.” - Grant Wiggins 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…)?}

This initial lesson should give the students a clear idea of what will be expected a subsequent summative assessment (i.e., Exam). ? There would be an expectation that the majority of students will do the assigned Unit 5 reading, in advance of the class and the assigned written response/investigation on the SDGs 

Time within class: 15 minutes Activity: Teacher Introduction to task review of rubric elements being addressed and confirmation of formative nature of this lesson’s work, review of potentially sensitive nature of topic and confirmation of the classroom as a safe place based on values of mutual respect, support and caring/kind approach. Q: who did the reading (plan adjustment accordingly - perhaps pairing prepared students with those who are not as prepared). Activity - ask them to keep a KWL list on a piece of paper that I will collect at the end of class (i.e., What I know about affirm. action? What I wonder about affirm. action and 3) What I learned about affirm. action and SDGs. This can be completed throughout the class or at departure. - I would like to collect them at the end of the class. 

Time within class: 15 minutes Activity: Use a Kahoot about the SDGs and their consideration of how (or if) Affirmative Action fits with each. If technology is uncooperative, this can be done verbally and I will make notes on the white board. If there is, initially, little exchange of ideas at first I would use direct prompts referencing the SDGs. 

Time within class: 15 minutes Activity: Division into Debate teams and time for prep (distribution of Debate scoring scheme i.e. Inthinking Sheet 

Time within class : 25 minutes Activity: Debate! 

Time within class - 5 min (+/-) Activity: post debate scoring and debrief 

Time within class: last 5 minutes of class Activity: ask them to finish Exit ticket KWL (I Know, I Wonder, I Learned), review next class’ topic and confirm assigned reading 

Teacher/Student Input: Students: read the assigned portion of the text (in advance), discuss and debate Affirmative Action. Complete a KWL exit ticket Teacher: is prepared to encourage, facilitate and moderate the students’ discussion and debate ( Use of a kahoot to inject some fun - this could perhaps be done in paper-form too if necessary) 

Review: Formative assessments - kahoot game as ice breaker , observation of whole class discussions, and debate Materials and Resources for Lesson Materials, Technology, and Websites Required Preparation the Text advance reading of text Devices to participate in Kahoot game teacher prepares this (if devices are limited, students can participate in teams/pairs) notes made on paper or device or white board 

 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 not actually taught this lesson. 

 Use this space to write notes on how you might change this lesson when you teach it again: I have not actually taught this lesson. 

 References IB DP Geography Guide (https://drive.google.com/file/d/1pDIXOGZHLVA9jB2A4Glq_qBeGYB92Ukq/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. 

Equality v. Equity Graphic: https://docs.google.com/document/d/1-mfWWjR2l23J0xYZREGjRmkNc0EHxNwF23EKyvWyA68/edit 

 IB Geography Text: https://drive.google.com/file/d/1B0lIFT450AsMmo9G77Yh5xGhxe030EFf/view?usp=drivesdk 

 African American Policy Forum talking points on Affirmative Action: https://drive.google.com/file/d/1vbq2GsgZhRpciAboxGSYNHaqEQO75Vpu/view?usp=drivesdk 

Eckert, Andreas. “‘We Must Run While Others Walk’: African Civil Servants, State Ideologies and Bureaucratic Practices in Tanzania, from the 1950s to the 1970s.” States at Work: Dynamics of African Bureaucracies, by Thomas Bierschenk and Jean-Pierre Olivier de Sardan, vol. 12, Brill, 2014, pp. 205–219, Weblink Save your links to ideas and resources for the lesson here. 

  Google slides(1) and Google slides (2)