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D A I L Y D O UB L E P L A N

Subject/Time: World st th Studies 1 and 4

Name: Laura Kroncke Overview


Unpacked Benchmark, CDAS, CRS, or IL State Standards.

Date: 3/12/13

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes):

Students are in LEVEL ZERO voice completing do now sheet writing prompt Which option did you choose for response to Sharpesville and why? They will answer question on sheet and will be prepared to share out in LEVEL THREE voice via cold call
State Lesson Objective & Lesson Agenda Teacher calls on 2 students; one to give the date, and the other to read the do now. Once class transitions from do now to first objective, another student will read the first objective. Teacher previews day by going over agenda

Activity #1: Political Cartoon- Apartheid Teacher has student read what to do in a LEVEL THREE voice Teacher tells students they will have 5 minutes to complete the document reading and answer the 5 questions While students are working, teacher checks students work for accuracy At the end of 5 minutes, teacher calls on students to read questions in LEVEL THREE voice and instructs students to use fingers to indicate responses Teacher cold calls student to explain how they found their answer Objective(s) SWBAT: 1) Identify multiple perspectives of Apartheid 2) Evaluate choices in response to Sharpsville Massacre 3) Analyze and describe postApartheid life in South Africa Activity #2: Political Principles Teacher has student read what to do in a level THREE voice and tells students they will have 7 minutes to complete worksheet on principles and political action Teacher circulates while students are working to answer questions and monitor progress At the end of 7 minutes, teacher has students line up on a spectrum in regards to response to part 1; teacher asks students to explain their reasoning for position chose.
Students are listening to instructions in a LEVEL ZERO voice Students are in a LEVEL ZERO completing their political principals worksheet Students are moving in a LEVEL ZERO to spectrum that correlates to the prompt that was given Students are standing in a LEVEL ZERO voice in spectrum line until prompted to respond to classmates by teacher; when prompted students are giving evidence to support their position

Students are in LEVEL ZERO voice for 5 minutes completing document reading and answering questions about apartheid Students are in LEVEL THREE reading question to class Students are in LEVEL ZERO holding up fingers to indicate response chosen. Selected student explains in a LEVEL THREE voice how they found the answer Students are correcting answers that they did not answer correctly

D A I L Y D O UB L E P L A N

Teacher facilitates students responding to each other about position on prompt. Teacher tells students to move in a LEVEL ZERO back to seat Teacher chooses some questions from part two to have students analyze and respond to; teacher has students stand if they agree, sit if they disagree and calls on students to explain their thoughts Teacher tells students to take out Discussion Web Activity #3: Fishbowl Prep & Fishbowl Speaker grade Part 1: Fishbowl Prep Teacher models for students how to fill out the discussion web, teacher tells students they will have 5 minutes to fill out the discussion web using evidence from homework and in class Teacher puts up prompt Limited violence is the best response, and tells students to move to the side of the room that correlates with their response to the question on teachers cue Teacher calls on student to process observe selected positions and tells students they will have two minutes to compare information on discussion web- at the end of two minutes students will return to seat and discussion will begin Teacher puts up instructions for fishbowl and calls on students to read them

Students are moving back to their desks in a LEVEL ZERO voice and taking out discussion web

Students are in a LEVEL ZERO voice listening to guidelines for discussion web and completing discussion web using evidence from homework and in-class activities Students are moving in a LEVEL ZERO voice to area of the room that correlates to response to prompt about the response to Sharpsville in South Africa Students are in a level two voice discussing their webs with students on the same side as them Students are moving back to desks in a LEVEL ZERO voice, students are reading instructions for fishbowl

Part 2: Fishbowl Discussion Part 2: Fishbowl Discussion Teacher has students set up six desks in the center of the room and chooses students from each side to start the fishbowl Teacher reminds students to use EAR sheet and sets the timer for 10 minutes After 10 minutes, teacher has students discuss process/prompt Activity #4: Post-Apartheid Reading Teacher has student read What to Do and tells students they will have 10 minutes to Students are in a LEVEL ZERO voice reading article about post-apartheid South
Students are in LEVEL THREE voices responding to the prompt in fishbowl; students on outside of fishbowl are in LEVEL ZERO; students are in LEVEL ZERO tapping students out of fishbowl and moving back to desks Students are in LEVEL THREE reflecting on the process and prompt of fishbowl

Vocabulary words/Key Concepts: Apartheid Sharpsville Massacre

D A I L Y D O UB L E P L A N

read about post-apartheid South Africa and answer questions Teacher circulates while students are working to check for progress and answer questions At the end of 10 minutes, teacher has students TPS to share responses, and cold calls students to answer question by question Exit Slip: Speaker counts as exit slip

Africa and answering questions Students are in a LEVEL TWO voice sharing responses with elbow partners Students are in LEVEL THREE voice responding to cold call and sharing responses with class

Modifications/ Accommodations

Materials & Technology

Closing/Preview for next lesson: On Thursday, we will be moving to Nigeria

Homework: Cornell Notes: Violence in Nigeria