CoTeachingLessonPlan

Teachers:
MeaganPatch,AmberButtke,ReganMeyer

Subject:
WorldGeography

CommonCoreStateStandards:

910W.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyle
areappropriatetotask,purpose,andaudience.

912.G.2.3:Explainhowhumanmigrationimpactslocalandglobalpolitics,environment,
economies,societies,andregions.
Objective(Explicit):
Thestudentswillbeableto:
Confidentlyidentifyfacetsoftheirpersonalidentity
Observeandrecognizehowcharacteristicslikereligion,gender,race,andethnicityinfluencebehaviorof
highschoolstudents.
EvidenceofMastery(Measurable):
Includeacopyofthelessonassessment.

Keyvocabulary:
Identity
Race
Ethnicity
Religion
Gender

Materials:

OffandRunning
VideoClips
ViewingGuide
Outline

OPENING
Opening(stateobjectives,connecttopreviouslearning,andmakerelevanttoreallife)
Howwillyouactivatestudentinterest?
WewillaskstudentstoanswerthequestionwhoamIindependentlyinashortparagraphatthebeginningofclass.Thiswill
activatestudentinterestbecausetheygettorelateittothemselvesandtheirlives.
Howwillyouconnecttopastlearning?
Identity,bothpersonalandsocietal,iscloselylinkedtoourbehaviorandinteractionwithothersandourenvironment.
Itformsthefoundationforideaslikenationalismandotherideologiesthatmakeupculturalgeography
Howwillyoupresenttheobjectiveinanengagingandstudentfriendlyway?
Begintheclasswithanattentiongrabbingquestion,WhoamI(you)?Itssimpleanduniversalinitsnature
Howwillyoucommunicateits
importance
andmakethecontentrelevanttoyourstudents?
Wewillhavestudentssharetheirownexperienceswithotherstudents,sotheycanseefirsthandhowreligion,race,gender,and
ethnicityhaveadirectimpactonaperson.
WewillhavethestudentsdiscusstheidentitycrisisthatAveryexperiencedanddiscussingroupsatimethattheystruggledwith
theiridentity.
Wewillhavestudentsidentify3symbolsthattheythinkrepresenttheiridentity
1.
2.
3.
4.

Askstudentstoanswerthequestion,

whoamI?,independentlyinashortparagraphatthebeginningofclass.Have
studentsshareanswersasaclass.
Connectidentitytopastlearningonbehaviorandinteractionwiththeenvironment.Wewillconnectittopreviously
learningconceptsofnationalismandculture.
Havestudentswatchmovie
OffandRunning.
Askstudentstoidentify3symbolsthattheyfeelrepresentwhotheyare.Askstudentstogetintogroupsof4andto
sharethesesymbolsandatimethattheystruggledwiththeiridentitywitheachother.

5.

Askstudentstosharetheirsymbolswiththeclass.Haveaclassdiscussiononifstudentsfeltthattheyknewother
classmatessymbolspriortosharing.Discussimportanceofsupportingothersintheiridentity.

Instructional Input
TeacherWill:
Howwillyoumodel/explain/demonstrateall
knowledge/skillsrequiredoftheobjective?
Teacherwillprovideapowerpointslidewithapictureof3
symbolsthatmakeupheridentityandgivedescriptionofhow
itrelatestoheridentitytotheclassinordertoscaffoldforthe
students.
Theteacherwillalsodescribetheanalysispaperandgivethe
studentsanexemplarforreview.
Whattypesofvisualswillyouuse?
Movie
OffandRunning
Powerpointslideofsymbols
Outlineforanalysispaper
Howwillyouaddressmisunderstandingsorcommon
studenterrors?
Teacherwillbesuretowalkaroundtheclassanddiscuss
witheachgroupinordertocorrectmisunderstandingsthat
arise.
Teacherwillaskthatstudentshandinanoutlineoftheir
paper1weekpriortothedeadlineforthepapersothatshe
canmeetwithstudentswhoarestrugglingwiththe
assignment.
Howwillyoucheckforunderstanding?
Teacherwillwalkaroundtheroomandlistentogroup
discussionstocheckforunderstanding.
Studentgroupswilldiscusstheirsymbolsinfrontoftheclass.
Formativeassessmentthroughreviewingtheoutlinethat
studentturninthatwillincludespecificcontentandthesis
statementsthatwillbeaddressedinthepaper.
Summativeassessmentthroughwrittenanalysis.
Howwillyouexplainandmodelbehavioral
expectations?
Teacherwillremindstudentstoberespectfulandtolerantof
allstudentsandtheiropinionspriortohavingthemshare
symbolswiththeclass.
Teacherwillberespectfulofallstudentopinions.
Isthereenoughdetailinthissectionsothatanother
personcouldteachit?
Yes,aslongasthepersonisfamiliarwiththemovie.

StudentWill:
Whatwillstudentsbedoingtoactivelycaptureand
processthenewmaterial?
Studentswillbediscussingidentitywithotherstudentsin
ordertogainunderstandingfromeachotherandreinforce
whattheybelieve.
Studentswillwriteananalysisofhowtheirsymbolsrelateto
theiridentity.Theywillneedtoincludeinformationlearned
duringclassaboutreligion,race,ethnicity,andgenderto
providecontextualmeaningtotheiranswersinthissummative
assessment.Writingtheanalysiswillhelpthemtocritically
thinkabouttheinformationtheylearnedaboutidentityand
abouttheirownpersonalidentity.
Howwillstudentsbeengaged?
Studentswillbeengagedbecausepersonalidentityisatopic
thatallstudentscanrelateto.Theywillgettosharestories
aboutthemselvesinrelationtorace,religion,ethnicity,and
genderwhichwillhelpthemgetexcitedaboutthetopic.

**TeacherWill:

1. Introducesymbolactivity.
2. Sharepersonalexampleofsymbols.
3. Assigngroups.
4. Walkaroundroomandlistentostudents
discussionsandclarifywhennecessary.
5. Askstudentstosharesymbolswithclass.

**StudentWill:

1. Discusspersonalidentitysymbolswith
classmatesandusethisinformationtoanalyze
theirpersonalsymbols.
2. Discusspersonalsymbolswithclass.
3. Provideappropriatefeedbacktoclassmates.

CoTeachingStrategy
Whichcoteachingapproachwillyouusetomaximizestudentachievement?


Differentgroupingarrangements(wholeclass,groupsof4,andindividual).Groupingstudentswillallowthemtogain
perspectivesandwillprovidetheteacherwithmaximalopportunitiestoassessstudents.

DifferentiationStrategyDuringDirectInput:
Whataccommodations/modificationswillyouincludeforspecificstudents?
Grouping,video(sothatstudentscanlistentothestoryandcanrewatchifneeded),outline(graphicorganizer),dictionaries
Doyouanticipateanystudentswhowillneedanadditionalchallenge?
Studentswhoaremoreadvancedandaskforafurtherlearningopportunitywillbegivethechancetowritearesearchpaperon
howrace,religion,identity,andgenderimpactidentity.Iftheyscorehigheronthispaperthananotherassignmentintheclass,
theycanswapthegrade.

Guided Practice
TeacherWill:
Howwillyouensurethatallstudentshavemultiple
opportunitiestopracticenewcontentandskills?
Allowampletimeforsmallgroupandclasswidediscussion
followingtheactivity.
Ensurethatallstudentsaresharingtheirideasandreflections
bylisteningtogroupsandparticipatingingroupconversations
withthestudents.
Havestudentsreviewtheinformationingroupsand
independentlyintheiranalysispaper.
Whattypesofquestionscanyouaskstudentsas
youareobservingthempractice?
Pushthembeyondmerelyidentifyingcharacteristicsandto
askthemwhycertaincharacteristicstakeprecedence.
Askthemiftheyhadeverthoughtaboutandnaileddown
theiridentitypriortoclass.
Askstudentsiftheyhavestruggledwithidentityinthepast.
How/whenwillyoucheckforunderstanding?
Restatingmainideasthataredeveloped
Allowadequatetimeforquestionsbetweendiscussionsand
activities
Assessforunderstandingbylisteningtogroupdiscussions,
classdiscussions,andthroughexittickets.
Assessforunderstandingbytheoutlinesthatstudentsturnin
andusethisasanopportunitytoprovideassistanceto
studentswhowillneeditfortheiranalysispaper.
Assessstudentsunderstandingofthelessonthroughtheir
analysispaper.
Howwillyouprovideguidancetoallstudentsas
theypractice?
Walkaroundtheroomandprovidepromptfeedbackduring
practice.
Fillinanymissinginformationoraddressquestions.
Workindependentlywithstudentswhoarestrugglingbased
ontheoutlinesthattheyturnin.
Howwillyouexplainandmodelbehavioral
expectations?
Byusingverbalexplanationsandprovidingourversionsof
theactivities.
Utilizingroleplaywithstudents
Providingstudentswithexemplaranalysispaper
Isthereenoughdetailinthissectionsothatanother
personcouldfacilitatethispractice?
Thisinformationshouldbesufficientsolongastheother
educatorhasaccesstothesupplementarymaterialsand
videos.

StudentWill:
Howwillstudentspracticeallknowledge/skills
requiredoftheobjective,withyoursupport,such
thattheycontinuetointernalizethesubobjectives?
Studentswillutilizetheviewingguidetofollowalongwiththe
movieandanswerspecificquestions.
Studentswillunderstandtheinformationlearnedwellenough
toanalyzeitinapaperformat.
Howwillstudentsbeengaged?
Throughsmallactivitiesandconstantguidedreflection,
studentsshouldbeabletoremainontask.
Studentswillengagewithotherstudentsthroughgroupwork.
Throughquestionsandactivitiesthatrelatetotheirownlife
experiences.
Howwillyouelicitstudenttostudentinteraction?
Insmallgroupandclassdiscussion
Thisassignmentpushesstudentstoexaminenotonlyhow
theyareperceived,butalsotheirpreconceivednotionsonhow
theyviewtheirclassmates.
Howarestudentspracticinginwaysthatalignto
independentpractice?
Withasolidmixofclassdiscussion,smallgroupdiscussion
andindependentassignments.Formingopinionsandlistening
tootherssharetheiropinionswillhelpthemtodevelop
independentthoughts.
Providingstudentswithanoutlinescaffoldstheirpaperwriting
andwillhelpthemtoorganizetheirthoughts.

**TeacherWill:
1. Providemodelofcompletedactivityandgive
instructionsontheactivity.
2. Assessstudentthroughobservation.
3. Answeranyquestionsstudentsmayhaveduring
theactivity.

**StudentWill:
1. Selectsymbolicelementsoftheirpersonal
identifiers.
2. Presentsymbolstotheclassandsharewith
classmates

DifferentiationStrategyDuringGuidedPractice
Whataccommodations/modificationswillyouincludeforspecificstudents?
Studentswillbeallowedtochoosethemethodofinwhichtheirsymbolsareillustratedorwritten.Thisgoesbeyondreadingor
languagecomprehension,duetothefactthatillustrationisuniversal.
Doyouanticipateanystudentswhowillneedanadditionalchallenge?
Thereisachancethatsomestudentsmayneedadditionalchallenges,andthiscanbeachievedbyposinggreater,higherorder
thinkingquestionsandhavingthemaddressedintheanalysis.
Howcanyouutilizegroupingstrategies?
Groupswillrangefromthreetofourstudents,andtheywillbechosenrandomly.Ifneedbe,wecanchoosesomeclassmates
thatmayneedadditionalassistanceandpairthemwithstudentswhoarecomfortableintheclass.

Independent Practice
TeacherWill:
Howwillyouplantocoachandcorrectduringthis
practice?
Introducehowthepapershouldbemodeledwiththesis
statement(s)andsupportingbodyparagraphs.
Assignathoroughoutlinetobewrittentoactasaskeletonfor
theresultingpaper.
Howwillyouprovideopportunitiesforremediation
andextension?
Forstudentswhomayneedremediation,wecanprovidean
outlinetemplatesothattheymaybetterorganizetheirideas
Forstudentsneedingachallenge,wecanrequestadditional
supportingdatafortheirsymbols.Usingjournalarticlesor
researchdatatosupporttheirfindings.
Howwillyouclearlystateandmodelacademicand
behavioralexpectations?
Academicandbehavioralexpectationswerepresentedatthe
beginningofthecourseinthesyllabus.Theywillbereviewed
atthetimeofthisassignment.
Didyouprovideenoughdetailsothatanother
personcouldfacilitatethepractice?
Bysupplyingtheteacherwithacopyofthesyllabusaswell
astheassignmentsoutline,thesubshouldbeabletoassist
studentswiththeirownwork.

StudentWill:
Howwillstudentsindependentlypracticethe
knowledgeandskillsrequiredbytheobjective?
Studentswillbeaskedtoexpandupontheirsymbolic
identifiersinpaperform.Theywillusevocabularyand
conceptsindescribingtheirsymbols.
Howwillstudentsbeengaged?
Thetopicofdiscussionisratheruniversal,andtheactivities
anddiscussionwillbeconstant.
Howarestudentsarepracticinginwaysthatalignto
assessment?
Thistopicexposesstudentstothestereotypesandcommon
identifiersweoftenuseinoureverydaylives
Theassessmentforcesstudentstoconsiderthese
characteristicsinsocial,economic,andculturalsettings.
Howarestudentsusingselfassessmenttoguide
theirownlearning?
Theresponsibilityforbringingupquestionsconcerning
content,vocabulary,oranymiscellaneoustopicfallsonthe
studentsshoulders.
Theteacherwillallowmomentsfordiscussionandquestions,
butitisthedutyofthestudenttovoicetheirconcerns.
Howareyousupportingstudentsgivingfeedbackto
oneanother?
Throughgroupdiscussion,studentscansharetheiridentifiers
andsubsequentpapertopicsallowingforotherstudentsto
sharetheirsimilaritiesordifferences.

**TeacherWill:
Assigntheanalysispaperandallowtimeforquestions
Provideamodel(exemplarpaper)ofhowthepaper
shouldbeformatted
Provideaformatted,emptyoutline
Sharegoodsourcesofinformationconcerningcultural
questionsandhistories.

**StudentWill:
Properlyformatanoutlineforapaper
Constructsolidthesesoutofsymbolicidentifiers
Providesupportinginformationforanyclaimsortheses
madewithinthepaper.
Utilizepertinentvocabularywithintheconfinesofthe
paper

DifferentiationStrategyduringIndependentPractice:
Whataccommodations/modificationswillyouincludeforspecificstudents?

Outlinetemplatesandvocabulary/languageassistancewillbeprovidedifnecessary
Doyouanticipateanystudentswhowillneedanadditionalchallenge?
Somestudentsmaydesiretofurthertheirresearch,inwhichcaseadditionalsupplementarymaterialsandinformationwillbe
madeavailable.
Closing/StudentReflection/Reallifeconnections:
Howwillstudentssummarizeandstatethesignificanceofwhattheylearned?
Alongwiththeiranalysispaperexaminingtheirsymbolicidentifiersandculturalrepercussions,thestudentswillbeaskedto
completeanexitticketaskingthemtoselectanidentifierofoneoftheirclassmatesthatwaseitherknownorunknown
Whywillstudentsbeengaged?
Thisactivity/lessonasksthestudentstoselfexaminethemselvesinafardeeperfashionthanusual.
Toquestionwhatdefinesus,bothpersonallyandculturally,weareforcedtoquestiontheverysocialconstructsthatwehave
alwaysknownandaccepted.
Itmightalsodisproveanypreconceivednotionsorstereotypesthattheyholdandaccept.

Teacherwill:
1. Handoutexitticketstostudents.
2. Dismissclass.

AnalysisPaper

Writea5paragraphpaperexplainingthesymbolsyouselectedtoidentifyyouridentity.
Usetheyouroutlinetoconstructyourpaper.Thinkaboutthefollowingpointsasyou
writeyouranalysis.

Howdiddiscussingyoursymbolswithyourclassmateshelpyoutobetter
understandyourownidentity?
Howdoreligion,race,ethnicity,andgenderplayaroleinyourownidentity.
Howdidclassmatesrespondtoyoursymbols?
Whyisknowingyouridentityandrespectingothersidentitiesimportant?