Plan

Standard /SE/Verbs - What standard(s) is the focus of the lesson?

Teacher: John Grade / Subject: 9 /World Geography Week 3 of 4th 6 Weeks: Feb 12-Feb 16 Bohlin Strategy of the week: (ELPS/SIOP) 1c-Use techniques to learn new vocabulary; 5g-Narrate, describe, and explain in writing Monday - B Tuesday - A Wednesday - B Thursday - A Friday - B
Describe different types of regions, including formal, functional, and perceptual regions of climate regions. Describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies. Analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today. The student will be able to identify how the physical characteristics of SW Asia and Africa have impacted settlements and separated the continent into different regions. Describe different types of regions, including formal, functional, and perceptual regions of climate regions. Describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies. The student understands how a region is defined by its physical and human characteristics. Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, constitute a region. The student understands how a region is defined by its physical and human characteristics. Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, constitute a region. Explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently. Compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. Analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today. The student will be able to describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive. Bell Ringer: Page 408: 1-3 Guided Practice: Cultural Reg SWAAF Independent Practice: Chapter 19 Assessment

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Hot SE - What SE(s) is being scaffolded in?

Analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today. The student will be able to identify how the physical characteristics of SW Asia and Africa have impacted settlements and separated the continent into different regions.

Describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive.

Describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive.

Objective What will the student be able to do as a result of this lesson?

The student understands that people are the change agents in government and they reshape the times and are shaped by their time as they expand the democratic process..

The student understands that people are the change agents in government and they reshape the times and are shaped by their time as they expand the democratic process.

Activities What activities will the students do? Include est. time for each activity. Warm Up / Introduction Guided Practice (Class work) Independent Practice (Homework) Closure

Bell Ringer: Page 406: 1-3 Guided Practice: Chapter 19; Brief overview of Sections 1-5 Independent Practice: Section Assessments (15): Places and Terms

Bell Ringer: Page 406: 1-3 Guided Practice: Chapter 19; Brief overview of Sections 1-5 Independent Practice: Section Assessments (1-5): Places and Terms

Bell Ringer: Skillbuilder, Page 431 Guided Practice: Map Skills Activity-Africa and Southwest Asia Independent Practice: Section Assessments (1-5): Main Ideas

Bell Ringer: Skillbuilder, Page 431. Guided Practice: Map Skills Activity-Africa and Southwest Asia I Independent Practice: Section Assessments (1-5): Main Ideas

Dallas ISD

Plan
Check for Understanding What criteria will demonstrate mastery?

Teacher: John Grade / Subject: 9 /World Geography Week 3 of 4th 6 Weeks: Feb 12-Feb 16 Bohlin Strategy of the week: (ELPS/SIOP) 1c-Use techniques to learn new vocabulary; 5g-Narrate, describe, and explain in writing Monday - B Tuesday - A Wednesday - B Thursday - A Friday - B
1.Students will answer individually or in groups to check for understanding. 2.STARR comprehension checked formally through common assessments. 1.Unit Tests as outlined. 2.Teacher will look over turned in classwork to detect level of mastery. culture, gender roles, Israel, Palestine, Iran, Islam, Judaism, Animism, theocracy, monarchy Tutoring before and after school will be available for all students 1.Students will answer individually or in groups to check for understanding. 2.STARR comprehension checked formally through common assessments. 1.Unit Tests as outlined. 2.Teacher will look over turned in classwork to detect level of mastery. culture, gender roles, Israel, Palestine, Iran, Islam, Judaism, Animism, theocracy, monarchy Tutoring before and after school will be available for all students 1.Students will answer individually or in groups to check for understanding. 2.STARR comprehension checked formally through common assessments. 1.Unit Tests as outlined. 2.Teacher will look over turned in classwork to detect level of mastery. culture, gender roles, Israel, Palestine, Iran, Islam, Judaism, Animism, theocracy, monarchy Tutoring before and after school will be available for all students 1.Students will answer individually or in groups to check for understanding. 2.STARR comprehension checked formally through common assessments. 1.Unit Tests as outlined. 2.Teacher will look over turned in classwork to detect level of mastery. culture, gender roles, Israel, Palestine, Iran, Islam, Judaism, Animism, theocracy, monarchy Tutoring before and after school will be available for all students 1.Students will answer individually or in groups to check for understanding. 2.STARR comprehension checked formally through common assessments. 1.Unit Tests as outlined. 2.Teacher will look over turned in classwork to detect level of mastery. culture, gender roles, Israel, Palestine, Iran, Islam, Judaism, Animism, theocracy, monarchy Tutoring before and after school will be available for all students

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Assessing /Advancing Questions

Essential Vocabulary

RTI Instruction What intervention will be provided? Who will participate?

Dallas ISD