Accomplished 90-100 Proficient 80-89 Developing 70-79 Not There… 69 & Below The letter includes: The literacy rate of your country, the language spoken, the capital, the population, the unemployment rate, the population below the poverty line, the food that people eat in that country, and at least three other interesting facts that you learned after reading the articles. The letter includes: The literacy rate of your country, the language spoken, the capital, the population, the unemployment rate, the population below the poverty line, the food that people eat in that country, and one or two other interesting facts that you learned after reading the articles. The letter includes: The literacy rate of your country, the language spoken, the capital, the population, the unemployment rate, the population below the poverty line, and the food that people eat in that country. The letter is missing one or more of the following: The literacy rate of your country, the language spoken, the capital, the population, the unemployment rate, the population below the poverty line, and the food that people eat in that country. The student listened attentively and significantly contributed to the group throughout the lesson. The student listened attentively and significantly contributed to the group throughout the lesson. The student listened attentively but did not contribute to the group throughout the lesson. The student did not listen attentively or contribute to the group. Participation Survey to pass out to each student: (They will write the names of the two other students in their group and check ONE of the columns for each student…after the students have filled out the survey, they will turn it upside down on their desks and the teacher will come around and take up the surveys) Student in your group: Contributed very well… Contributed somewhat… Did not contribute…
Any unique leaner(s) in this class will get more one-on-one attention from the teacher and will also have headphones on their computer with the ‘how to create a glogster’ video pulled up in case they need to refer back to this video for help. The teacher will also have the additional website link already pulled up on the unique learner’s computer ahead of time so that they don’t have to waste any time searching for the correct link. Rubric: Accomplished 90-100 Proficient 80-89 Developing 70-79 Not 69 & below My glog included information art, architecture, music and literature in South American culture AND information about art, architecture, music and literature in my own culture. Additionally, I included other interesting facts about South American culture (that I learned on the website provided) and compares these three facts to my own culture. My glog included information art, architecture, music and literature in South American culture AND information about art, architecture, music and literature in my own culture. Additionally, I included one or two interesting facts about South American culture (that I learned on the website provided) and compares these one or two facts to my own culture. My glog included information about art, architecture, music and literature in South American culture AND information about art, architecture, music and literature in my own culture. My glog was missing information one or more of the following: art, architecture, music or literature in South American culture. My glog was also missing information about one or more of the following topics about my own culture: art, architecture, music or literature. Brooke Johnson South America Unit— 6th grade Lesson Plan # 6: Creating a South American Myth Objective Social Studies
25 points 20 points 15 points Question 1 Word correctly defined using student’s own words. Word definition copied directly from PowerPoint. Did not provide a definition for the word. Question 2 Word correctly defined using student’s own words. Word definition copied directly from PowerPoint. Did not provide a definition for the word. Question 3 Word correctly defined using student’s own words. Word definition copied directly from PowerPoint. Did not provide a definition for the word. Question 4 (“In Your Opinion”) Student answered question correctly by showing that they have evaluated the changes that have evolved over time in the history of South American’s government and wrote at least 6 sentences. Student answered question correctly by showing that they have evaluated the changes that have evolved over time in the history of South American’s government and wrote at least 4 sentences. Student did not answer question, question was less than 4 sentences and/or answer did not show that they evaluated the changes that have evolved over time in South American’s government. Total Score: 100 80 60 Brooke Johnson South America Unit— 6th grade Lesson Plan # 8: WebQuest through the Four Regions of South America Objectives Social Studies Goal 2 The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of America and Europe. 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. Language Arts Goal 2 The learner will explore and analyze information from a variety of sources. 2.01 Explore informational materials that are read, heard, and/or viewed by:
were not punctuated properly. I avidly participated in the learning the rumba dance during the lesson. I participated in learning the rumba dance during the lesson. I participated in learning the rumba dance during the lesson. I did not participate in learning the dance during the lesson.
education is absolutely essential. If students go through school without learning as much as they can about technology, they will leave their school career being significantly behind. I incorporated technology in my unit through the use of Animoto, an e-book, ActivInspire, Turning Point, Glogster, Pixton, a Virtual Field Trip, a WebQuest, and blogging. Cooperative learning is another 21st century that I utilized frequently throughout my unit. Learning to work with others is so important because no matter what job they may have in the future; they will have to learn to work together with co-workers. Working in groups throughout school is a great way to jumpstart students into learning how to do this. Having students constantly doing individual work is a disservice to them because “two heads are better than one.” While placing students in groups is a great thing, it is essential to place them in proper groups. Placing students in heterogeneous groups allows all students to learn from each other because they are not all on the same level. Incorporating as much literature as possible into my unit is something else that will be extremely beneficial to students. Read alouds are enjoyable for students of any age – even 6th graders! Reading books to your students that are relatable to the social studies unit you are focusing on is the perfect way for students to make connections and get the most out of both the language arts and the social studies parts of the lesson. I incorporated five read alouds (that were relevant to each lesson) throughout my ten lesson unit. Doing a read aloud at the beginning of a lesson is a perfect way to hook your students. Having students read current event articles is one more way to incorporate relevant literature into any social studies unit. For this unit, I was able to find numerous current event articles dealing with South America for students to read. To allow students to get the most out of these current event articles, I put students in small groups and had each student in the group read a different article and then share the article with the rest of their group members. This allowed students to learn about six articles in much less time than it would have taken to actually read all six articles.