Single Subject
Lesson Design Plan
1.
TITLE OF THE LESSON
Women in Islam
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2.
CURRICULUM AREA & GRADE
LEVEL
9th
grade World History Honors
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3A.
STUDENT INFORMATION: English Language Learners:
Period 3: Jonathan
1.)
Readiness Level
Jonathan is currently designated at a level
4 Early Advanced.
2.) Learning Profile
Jonathan struggles with word definition, as
well as organization of information. Jonathan learns best if the answers are
clearly stated, or preparation material is given before an examination.
3.) Interest
Jonathan
enjoys math and hanging out at home. He also enjoys attending confirmation
classes at a local church. He Wishes to attend a University and major in
Mathematics.
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3B.
STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness
Level
Alex
was identified as a student with specific learning disabilities in 2nd
grade.
2.) Learning Profile
Alex
has difficulty with the development of his early literacy skills, including
the acquisition of sound/symbol relationships and word identification,
demonstrated in both his reading and writing.
2.) Interest
Alex
also has asthma for which he takes daily medication and occasionally needs to
use an inhaler. He is a self-isolating person who does not readily join into
whole-class conversations or contribute to group learning situations. His
tendency is to sit alone at lunch and to be by himself during transitional time.
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4.
RATIONALE
A. Enduring Understanding
Students will be able to recognize the inequalities of
the treatment of women in Islam.
B. Essential Questions
What is the role of women in Islam?
How are women’s rights oppressed in different Islamic
countries?
C. Reason for Instructional Strategies
and Student Activities
Students will be able to identify and share the unequal
roles women play in Islam in a formal Socratic seminar.
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5. CA CONTENT STANDARD(S)/
COMMON CORE:
Reading Standards for Informal Text:
Grades 9-10: Key Ideas and Details: “Analyze how the author unfolds an
analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections
that are drawn between them.”
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6. CA ELD STANDARD(S)
Listening & Speaking: Cluster 2:
Level A: “Identify strategies used by the media to present information of
various purposes (e.g. to inform, entertain, or persuade).”
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7.
LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive
Students
will be able to recall information from long term memory via their use of
notes from the reading. Students may also analyze text and participate in a
formal debate.
B. Affective
C. Psychomotor
D. Language Development
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8.
ASSESSMENT(S)
A. Diagnostic/Entry Level
Students
pre-reading the assignment and notes taken during that reading (informal).
Teacher will walk around and check students’ notes.
B. Formative-Progress Monitoring
Students’
ability to recall and share the information from their article and notes
(formal)
C. Summative
Students
ability to use their notes from the conversations and their own notes on
their article to complete an AXES paragraph (Summative)
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9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
1.) Content/Based
on Readiness, Learning Profile or Interest
Students
will be given a long weekend to complete the pre-reading assignment. This
will help Jonathan to have enough time to look up the words he struggles with
as well as organize his notes so that he can participate in the class
conversations. Students will use the notes during class to share out the main
ideas of the article.
2.) Process/Based
on Readiness, Learning Profile or Interest
Students
will be given a graphic organizer to complete for their reading activity to
use during the class share outs and to be used during the AXES paragraph.
This will help Jonathan to organize his thoughts as well as his classmates
responses during the share out activity as well as AXES paragraphs
3.) Product/Based
on Readiness, Learning Profile or Interest
Students
will utilize the purple AXES paragraph sheet as a visual aid for their
paragraphs. Students will also be returned a graded rubric for feedback.
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9B.
EXPLANATION OF DIFFERENTIATION FOR
STUDENTS
WITH SPECIAL NEEDS
1.) Content/Based
on Readiness, Learning Profile or Interest
Students will be give the long weekend to complete
the pre-reading assignment. This will help Alex as it will give him more time
to work on his word decoding of his article, as well as prepare and organize
his notes for the share out portion of the class.
2.) Process/Based
on Readiness, Learning Profile or Interest
Students will be given a graphic organizer to
complete for their reading activity to use during the class share outs and to
be used during the AXES paragraph. This will help Alex organize his thoughts
as well as his classmates responses for the AXES paragraphs
3.) Product/Based
on Readiness, Learning Profile or Interest
Students
will utilize the purple AXES paragraph sheet as a visual aid for their
paragraphs. Students will also be returned a graded rubric for feedback.
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10.
INSTRUCTIONAL STRATEGIES
(Describe what
the teacher does. Include differentiation strategies.)
1) Anticipatory Set
Day 1:
·
Teacher will review rules of a Socratic
seminar:
1. Students
on the inside of the circle are the only ones who can talk.
2. Students
on the outside circle will only take notes on the conversation, they are not
to say anything
3. Each
student will be given the same amount of time to complete discussion
questions inside the circle
·
Teacher will specifically call upon Jonathan
and Alex for their responses for the rules of the seminar.
·
Teacher will distribute readings to students
for homework over the three day weekend on 11-09-12
2) Instruction/Through
Day 2:
·
Teacher restates rules of seminar:
·
Teacher will ask students to give a thumbs up
or a thumbs down if they understand the rules:
·
Students on the inside of the circle are the
only ones who can talk.
·
Students on the outside circle will only take
notes on the conversation, they are not to say anything
·
Each student will be given the same amount of
time to complete discussion questions inside the circle.
3) Guided
Practice/Through
·
Distribute the Women in Islam branching
diagram graphic organizer
·
Say: “I am giving you a chart to
complete for this assignment, this will count as part of your participation
grade, please put your name at the top and fill in your reading column, and I
am giving you 10 minutes to complete the section of the chart you have
already read about with your take home reading on Friday.”
4) Independent
Practice/Through
·
Students
will perform a round robin for the article share out activity
·
Say: “We are going to start our
seminar with the Roles of Women #1 article, the Global Connections article,
so the people who have the Global Connections article in front of them need
to move to the center circle while the people on the outside of the circle
are silently filling in their chart.”
·
Say: “Remember that the students
in the middle of the circle are the only ones who can speak, the rest of you
are silently filling in your chart.”
·
Say: “ Ok now were going to
switch to the Roles of Women #2, the counter currents article, so the Roles
of Women #1 article need to retake their seats at the outside circle and the
Roles of Women #2 people need to move to the center circle, remember the
students in the middle are the only ones who can talk, the rest of you are
silently filling in your chart.”
·
Say: “Ok now were going to do our final switch
to Women’s Voices, the NPR article. So the Roles of Women #2 people need to
retake their seats and the South Women’s Voices people need to move to the
center circle, remember the students in the middle are the only ones who can
talk, the rest of you are silently filling in your chart as they discuss.”
5) Closure
Day3:
·
Teacher will explain to the students that the
prompt for the AXES paragraph is: “what is the role of women in Islam?”
·
Teacher will then prompt students to take out
their AXES purple sheet for help in organizing their paragraphs (This prompt
is for Jonathan and Alex but will be said for the entire classes benefit).
·
Students will be given the remainder of the
period to complete this activity.
6) Beyond
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11. STUDENT
ACTIVITIES
(Describe what
the students do. Include differentiation activities.)
A. Anticipatory Set/Into
B. Instruction/Through
C. Guided Practice/Through
D. Independent Practice/Through
E. Closure
F. Beyond
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12.
RESOURCES
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