Global Competencies Lesson Plan

Course Assignment: Create an Original Lesson Plan

This assignment must be posted to Better Lesson by August 15, 2014. Whats the idea behind this assignment? For this fellowship, we are asking that you think about how to integrate the cultivation of global competencies and global-mindedness into your subject-area teaching. It is important that your work expands or enriches a course/unit you are already teaching (or plan to teach) and that it is written clearly to be sharable with other teachers. We will be using BetterLesson.com to post our lesson plans. This means that your curriculum should be written in enough detail that another teacher could pick it up and use it with little to no need for additional information. What are we looking for? We are asking for a carefully crafted lesson that develops students knowledge in one or more disciplines while simultaneously building their global competency. The lesson may incorporate or be inspired by new information or resources introduced during the fellowship, but does not need to relate to China. It does need to address a global theme or content it should not have a solely local or U.S. focus. The Assignment Design a new lesson (or sequence of lessons, if you wish) describing how you would add to or alter a segment of your existing curriculum to build students global competence and understanding of a significant global topic. In writing the lesson plan(s), please include the following elements. For more details, see the attached rubric. 1. Title Page: Your name, title of lesson, school subject (History, Art, Math, Career Education, etc.), grade level for which curriculum is designed, and estimated length of lesson (or sequence of lessons). 2. Abstract with Lesson Theme and Topic: One or two paragraphs providing a brief summary of the lesson, describing the topic and its global significance. Explain why you chose the topic, its relevance to students, and how it fits into your curriculum. 3. Global Competencies: Specific global competencies from the EdSteps Global Competence Matrices targeted for acquisition and practice by students (see http://edsteps.org/CCSSO/SampleWorks/Matrices420.pdf). Use the Content-Area Matrices for your subject if you teach one of the listed subjects, or the Main Global Competence Matrix if you do not. In either case, please specify the skills listed as bullet points under the core competencies, not the core competency listed at the top of the document.

4. Make explicit 2-3 Common Core State Standards (as applicable) which your lesson supports. Identify the standards by type, grade level, and number. 5. State 2-3 key questions that you will pose to students in this lesson. They should be open-ended (to the extent possible for the subject matter), and constructed to promote critical thinking. 6. State 1-2 learning objectives: what you want your students to know and be able to do as a result of their work (apart from the Global Competencies). These should be measurable. 7. Learning activities: Describe 2-3 learning activities (in enough detail that other teachers can visualize the lesson) incorporating a variety of pedagogical strategies that encourage creative and inquiry-based thinking. Please explain each component part of an activity and how you would guide students through it. Note any forms of instructional differentiation you anticipate using. 8. Formative assessment: What formative assessment strategies will you use to measure student performance or to refine your instruction? Describe these with the related learning activities, and attach or embed any related tools you have developed to measure understanding. 9. Resources: Include clean, electronic copies of any resources or handouts needed for the unit. Describe any additional equipment or people needed (if relevant). 10. Include an annotated bibliography (MLA or comparable format) of material you have referenced in this lesson or that you recommend. Include texts, images, videos and websites, as relevant. Questions? If you have any questions about this assignment, please contact Janice Ward at JWard@nea.org.

RUBRIC for NEA Foundation Global Learning Fellows

for Assessing Teacher-Created Lesson Plans Author Name: Lesson Title:
Format and Content
1. Title page has all required elements. 2. Writing is polished, clear, and typo-free. 3. Abstract usefully summarizes the lesson, noting its global significance and how it fits into the curriculum. 4. Knowledge of subject is demonstrated in how lesson content is framed and approached. 5. One or more relevant EdSteps Global Competencies (specifically, the listed student skills) are identified and serve to guide the learning activities. 6. 2-3 Common Core State Standards (if applicable in your state) are clearly identified; activities support the development of these skills. 7. 2-3 Key/Essential Questions promote critical thinking, are open-ended to the extent possible for the topic, and serve to guide the learning activities. 8. 1-2 Student Learning Objectives are measurable, age/level-appropriate and engage students in significant aspects of the topic.

Date of submission:

Reviewer:
Proficient Acceptable Not Acceptable

Exemplary

9. Bibliography shows sufficient familiarity with high quality sources for the topic; is annotated. (Continued on next page)

Lesson Plans (Activities) and Support Materials

1. Explanations of component parts are explicit (so reader can envision whats happening in sequence) and taken together allow students to reach learning objectives & competencies and engage with all essential questions. 2. Lesson plans show how students background knowledge of the topic is sufficient for the activities they are asked to do (activities are appropriately placed within the learning sequence). 3. Activities reflect a (realistic) variety of pedagogical strategies that are thoughtfully chosen for the purposes. Strategies for differentiated instruction are described, as relevant. 4. Strategies for formative assessment are described clearly in the sequence they will be used; relevant assessment tools included. To the extent possible, assessments involve inquiry and thought, not just acquisition of factual knowledge. 5. Resources and handouts are appropriate for the age level and capacities of the students in terms of type of source, length and content. (Excerpt and adapt materials as necessary.) 6. Information is provided to other teachers on what you expect students to learn from each instructional activity this could be shown through guiding questions or lists of possibilities.

Exemplary

Proficient

Acceptable

Not Acceptable