Module 5: Lesson Plan

1. Engagement video  https://youtu.be/-VwpxDCmTs4

2.CFU- google form
https://docs.google.com/a/muhsd.org/forms/d/1DxsIuCK5E19_FAi3J83MWRDZzmDkzuQ8rDHG8Lg8fjU/edit

3. Lesson- https://docs.google.com/presentation/d/1sg68ySIrWahZd-djjhSIzw1HXMWBebl5zy_ilUQrU1k/edit#slide=id.p

4. Lesson Reflection with exit ticket
https://docs.google.com/a/muhsd.org/forms/d/1by_d0StW4HF5SWRmtLcu6ecQmwhjxR71tZC4bWEDCZs/edit

Module 5: Common Core Lesson Plan Template

InnovatEDCommon Core Aligned Lesson Plan Template

Common Core Learning Standard(s) Addressed: RI.3 People and Events-Analyze and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.2 Main Ideas-Determine central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text. RI.8 Evaluate an Argument-Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Learning Objective(s): (What will students know & be able to do as a result of this lesson? At what DOK level is your objective written?)	DOK Levels 2-4 Evaluate an argument and identify main ideas by answering three DOK questions and writing a two paragraph precis, that includes: author’s claim, purpose, intended audience, website url, and accompanying video.
Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning? How are you activating prior knowledge?)	Relevance/Rationale: The topic  gives reasons to diversity of various countries and religions. This is important in the real world because high school students are future voting citizens, future work force employees, and their ability to analyze and evaluate rhetoric will help them analyze, evaluate and support candidates and policy decisions affecting their lives and society as a whole. Activating Prior Knowledge: Students quick-write, partner share, class discuss about effective welcomes in this country and those abroad. Students watch a TEDed video on countries that have various welcome/hello traditions.
Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)	Student Precis will be evaluated as either advanced, proficient, basic, or incomplete using the criteria: Precis is briefly summarized not plagiarised. Clearly identifies author’s claim, purpose, audience. Evaluation that clearly shows understanding of the topic Comparable video (link)
Activities/Tasks: (What learning experiences will students engage in? What engagement strategies are you incorporating to check for understanding? How will you use these learning experiences or their student products as formative assessment opportunities?) Collaboratively working in groups, students will: View a video from TEDed, use as quick-write and class discussion. Fill out a brief google form based on the video (cfu) Read the article in Actively Learn “What’s the World’s Happiest Country? Does it Matter?” research the five happiest countries in the world which characteristics they have in common that makes them the happiest.   Choose a global issue from the list provided or one of their own Use a news source to read about the global issue (MSNBC, FOXNEWS, CNN, NYTimes, YahooNews, ABCWorld News, etc.) Write a 2 paragraph precis that includes: Title of article, website/source used, author/reporter, the date, author’s claim, purpose, intended audience. Upon completion, students will peer review and self review their own assessments and share with the class.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Chromebooks to access: TEDed video Google form Actively Learn (Text) -“What’s the World’s Happiest Country? Does it Matter?” Google classroom
Access for All:  (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) All students will have access to the curriculum and will be able to engage in the discussion by first speaking with elbow partners, then sharing their diverse experiences aloud.. Students have specific evaluation criteria to fill out for each group member which help to ensure engagement and participation.
Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) Students will work as a whole class in discussion of quick-write, students will work individually with google form, and in groups to read the actively learn text and collaborate within the group to answer DOK questions.  Printouts will be made for those students without chromebook access. Video is played in class for all over smartboard
9.  Blended Learning Opportunity:  (How will you integrate technology into this lesson to support your learning objective outcomes?  How will technology enhance this lesson?) Technology will be used throughout the lesson as students: Watch video--Enhances for visual Fill out google form based on video-- Enhances CFU Read text that engages topic to be introduced--Text can be read to students by audio, students can highlight vocabulary words they don’t understand. Research the internet for global issues--Internet gives them a visual and a plethora of choices Search for video that complements researched topic--Enhances understanding of the topic Type out Precis--Students are able to automatically correct grammatical errors Score and evaluate peers

Common Core Aligned Lesson:  Reflection

• Does this lesson reflect one of the “shifts” in instruction?  If so, please describe which shift is addressed and how?

Teacher to facilitator shift. As students are given instruction they are responsible for researching, writing, collaborating with their group members and reporting out. Teacher is around for support and guidance.

• In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson.

1. How did this lesson support 21st Century Skills?

This lesson hits all 4Cs of the 21st Century Skills

• Create--Identify trends of world issues, applying existing knowledge of own country/culture, using video to explore global issues
• Collaborate--Within their group and evaluate one another, communicate ideas, develop cultural understanding and global awareness
• Critical think--What is considered a global issue, identify and define authentic world problems, collect and analyze data to determine similar characteristics between different countries.
• Communicate--With one another and with whole class, contribute to project teams to produce original works
• Digital/Technology--students previously sign internet contract for appropriate technology behavior

2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

Module 1

Teachers can harness social media into a blended classroom with youtube, twitter, instagram, by posting assignments/lessons, showcasing assignments/lessons, going beyond the textbook to extend learning. They should involve social media as much as they can because students are involved in social media. That is what they access on their own and it is of high interest to them. By involving social media students will be engaged. Technology is changing the classroom environment and learning opportunities by providing students with a deeper understanding of the curriculum and allowing them to work at their own pace, while being fully engaged. The tools students use in a blended classroom provides opportunities for learning beyond the classroom.