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Mini Lesson 1

GRADE: 7th
TEACHER(S): Brittany Smith (SLMS), Kim Henson (Teacher)
CONTENT TOPIC: Southern and Eastern Asian Governance
STANDARDSFORTHE21ST-CENTURY LEARNER GOALS
Standard: 2-Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.
Skills Indicator(s):
2.1.1- Continue an inquiry-based research process by applying critical-thinking skills(analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge.
2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
2.1.4- Use technology and other information tools to analyze and organize information.
Benchmark(s):
2.1.1- Find similar big ideas in more than one source. Use different clues (placement in text,
signal words, focal point of illustration) to determine important ideas in illustrations and text.
2.1.3- Draw a conclusion about the main idea. Identify connections to the curriculum and real
world.
2.1.4- Use word processing, drawing, presentation, graphing, and other productivity tools to
illustrate concepts and convey ideas.
Dispositions Indicator(s):
2.2.3- Employ a critical stance in drawing conclusions by demonstrating that the pattern of
evidence leads to a decision or conclusion.
Responsibilities Indicator(s):
2.3.1- Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
2.4.2- Reflect on systematic process, and assess for completeness of investigation.
CONNECTION TO LOCAL OR STATE STANDARD:
SS7CG6: The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and
democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.

SS7CG7: The student will demonstrate an understanding of national governments in Southern


and Eastern Asia.
a. Compare and contrast the federal republic of The Republic of India, the communist state
of The Peoples Republic China, and the constitutional monarchy of Japan, distinguishing
the form of leadership and the role of the citizen in terms of voting rights and personal
freedoms.
OVERVIEW:
The 7th grade students in Mrs. Hensons class have been studying Southern and Eastern Asian
Governance. Students will use the given research symbaloo, class notes, student created thinking
maps, and student created flipbook to create a presentation with information regarding three
Southern and Eastern countries. After being presented with the information about the leadership,
personal freedoms, and citizenship rights, students will choose the country that is most
desirable/appealing to live in (Japan, China, and India) and present the information.
ESSENTIAL QUESTION:
How can I decide if a country is a place I would want to live?
FINAL PRODUCT:
Students will create a Prezi presentation with all information being displayed online using the
graphic organizers created during class, created symbaloo and provided print resources. This
Prezi will explain the leadership, citizenship rights and personal freedoms in India, China, and
Japan.
LIBRARY LESSON(S):
After students enter the media center, they will be given an anticipation guide. They will
complete the before column by choosing True or False for each given statement that relates to the
task. Next, students will receive instruction on how to use Prezi. Also, students will be reminded
of how to use their school Office 365 email accounts for the purposes of creating their account
on Prezi.com. Then, the SLMS will review each statement on the anticipation guide. Finally,
students will complete the after column of the anticipation guide by choosing True or False for
each given statement.
ASSESSMENT
Product:
The SLMS, teacher and students will use rubrics created by the teacher and SLMS to assess
the presentations based on the quality of the information included, the organization of the
content, reference sources and the creativity and neatness.
Process:
The SLMS and teacher will monitor students as they complete the task and help as needed. The
students will check to make sure that they have included all components of the presentation
using the student self-assessment checklist.
Student self-questioning:
-Did I choose the best country to live in based on leadership, personal freedoms, and citizenship
rights?
-Did I include the three topics for each country in my presentation?

-Did I choose the most appropriate method to organize my content?


-Did I draw the appropriate conclusions to complete this task?
-Did I apply my knowledge to a real-world situation?
-Did I accomplish the task given?
INSTRUCTIONAL PLAN
Resources students will use:
Web sites: http://www.scoop.it/t/personal-learning-network-by-brittany-smith-2
Books
Nonprint: GALILEO articles
Videos
Other (list): Thinking Maps, Graphic Organizers, Class Notes
Instruction/activities
Direct instruction:
As students enter the Media Center, the SLMS will give each student an anticipation guide and
allow each student to complete it. Next, the SLMS will review the task and resources available
for student use. The school librarian will provide instruction on setting up a Prezi account and
accessing documents from their school email address. The SLMS will also review how to access
Galileo articles.
Modeling and guided practice:
Once students create a Prezi account, the school librarian will help guide students as they choose
a template for their Prezi. The teacher and SLMS will help students as needed with the basic
setup for their presentation. The SLMS will show students how to navigate through the different
features of the Prezi and how to change the appearance of presentations.
Independent practice:
Students will use their resources to create and organize their information on the Prezi.
Sharing and reflecting:
Students will present their productions to the SLMS, teacher and other classmates. Students will
complete a student self-assessment.
Curated Collection: http://www.scoop.it/t/personal-learning-network-by-brittany-smith-2

Mini Lesson 2
GRADE: 8th
TEACHER(S): Brittany Smith (SLMS), Lia Evans (Teacher)
CONTENT TOPIC: Evaluating sources and information
STANDARDSFORTHE21ST-CENTURY LEARNER GOALS
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge
Skills Indicator(s):
2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
2.1.4-Use technology and other information tools to analyze and organize information.
2.1.5-Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
Benchmark(s):
2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
2.1.4-Use technology and other information tools to analyze and organize information.
2.1.5-Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
Dispositions Indicator(s):
2.2.4-Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
2.3.3- Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies Indicator(s):
2.4.3- Recognize new knowledge and understanding.
CONNECTION TO LOCAL OR STATE STANDARD:
ELACC8W7: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
ELACC8W8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
ELACC8W9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.

OVERVIEW:
The 8th grade students in Mrs. Evans class have been learning about using reliable sources when
they research information. The students will be put into teams for the next portion of the lesson.
They will be provided a famous person where they will find five reliable sources that could be
used to write a research report on the person.
ESSENTIAL QUESTION:
How can I incorporate my knowledge of reliable sources into my research and presentation of my topic?
FINAL PRODUCT:
Students will create a visual report of their famous person that will be shared through the
classroom blog website. Once all of the reports are compiled, students will view the reports and
comment with two important things each person did.
LIBRARY LESSON(S):
After students enter the media center, students will be given a handout on Abraham Lincoln.
This handout has a list of sources for students to evaluate whether or not they are reliable
sources. Students will have five minutes to complete the handout. Next, the SLMS will review
the answers and discuss with students why some of the sources are reliable and others are not.
The SLMS will review the instructions for the report and the web tools that students can choose
from to write their report. Then, students will find five reliable sources in the media center and
use them to create their reports in a competition.
ASSESSMENT
Product:
The SLMS and the teacher will use a rubric created by the teacher and SLMS to assess the
reports based on the information presented, organization of the content, use of the web tool, and
the five sources used.
Process:
The SLMS and teacher will monitor students as they complete the task and help as needed.
Student self-questioning:
-Did I include the important accomplishments of the person?
-Did I include basic information about the person?
-Did I organize my content appropriately?
-Did I accomplish the task given?
-Did I include the reliable resources needed for the report?
INSTRUCTIONAL PLAN
Resources students will use:
Web sites: www.prezi.com, www.emaze.com, www.slideshare.com
Books
Nonprint: GALILEO articles
Videos:
Other (list): Plagiarism handout

Instruction/activities
Direct instruction:
As students enter the Media Center, the SLMS will give each student a handout to evaluate the
reliability of the sources listed on the sheet. Next, the SLMS will review how to determine if a
source is reliable to use in researching about the topic. Students will complete the handout. The
SLMS will review the answers and discuss whether or not the source can be used. Following the
review, the students will compete with other teams in the class to find five reliable sources the
fastest. Before beginning, the SLMS will explain how the competition works.
Modeling and guided practice:
The SLMS and teacher will share an example of a complete report. The SLMS will explain and
show how to use each of the three web tools.
Independent practice:
Students will create their reports using information from the class and the handouts and notes.
Sharing and reflecting:
Students will share their reports with the teacher who will compile all of them onto the class
blog. Students will view all of the reports and comment below each about two major
accomplishments that led the persons success. Each student will also write one reflective blog
post about their learning experience.
Curated Collection: http://www.pearltrees.com/brittmaree721/reliable-sources/id14055615

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