The Northeast - Lesson 5
ENDURING UNDERSTANDINGS
Geography determines culture
Immigration determines culture
Regions have unique and different characteristics
Content Objectives
Label characteristics of the northeast
Language Objectives:
Define New Vocabulary in native language
MATERIALS
Promethian Board
Vocabulary Worksheet
Dictionaries
Computers with translator programs
PROCEDURES
OPENER
Do Now – What region do we live in?
http://www.youtube.com/watch?v=_R7MpmWSKXY
Show video that emphasizes the Northeastern States to help jog the student’s memory
BODY OF THE LESSON
-Display a map of the Unites States on the board.
Ask a student to come to the board and locate the Northeast
Choose students at random to name the states of the Northeast, if they are having trouble pronouncing the name they can answer with the abbreviation letters. After each state is named the class will say the name in unison to promote their speaking skills.
-Show powerpoint about the characteristics of the Northeast including -
-show big cities
- Union laborers
- four distinct seasons
- prestigious universities
- tend to support democrats (voted for Obama)
- diverse populations (different religions and races, many immigrants)
- most of the land is rural
-many museums
- many forests
-Distribute handouts, computer and dictionaries
Allow students to define terms they do not comprehend into their native language
Students will be told to look up “characteristics” in their native language to solidify their understanding.
When students are finished show them images of the different characteristics and ask them to label the images with their new vocabulary words. Students will be given white boards and markers to write the answers to the questions. Students will have their desks rearranged in order to prevent group, thus creating an individual assessment.
If time allows play hip hop music of the Northeast and explain that hip hop started there
CLOSURE
Assign Homework – compare and contrast the Northeast with your home region
Exit Ticket - What characteristic of the Northeast do you like most?
Have students write and answer the question on their exit ticket paper. Students must also answer the question of whether they understood the lesson, understood a little, or did not understand. This question will be asked throughout the unit in order to gauge comprehension
ACCOMMODATIONS
Students who are not confident in working with a computer will be paired with a student of the same home language who can show them what to do. The CM will be assigned to work with students known to struggle with computer usage. Students who previously answered that they understood a little or not at all on their exit will tickets receive individual attention to help them comprehend the most important concepts of the lesson.
ASSESSMENT/EVALUATION
Students will be assessed individual in order to gauge whether or not the defining in home language activities are helping certain students. It is suspected that some have weak first language skills and may not understand the terms in their first language.
Geography determines culture
Immigration determines culture
Regions have unique and different characteristics
Content Objectives
Label characteristics of the northeast
Language Objectives:
Define New Vocabulary in native language
MATERIALS
Promethian Board
Vocabulary Worksheet
Dictionaries
Computers with translator programs
PROCEDURES
OPENER
Do Now – What region do we live in?
http://www.youtube.com/watch?v=_R7MpmWSKXY
Show video that emphasizes the Northeastern States to help jog the student’s memory
BODY OF THE LESSON
-Display a map of the Unites States on the board.
Ask a student to come to the board and locate the Northeast
Choose students at random to name the states of the Northeast, if they are having trouble pronouncing the name they can answer with the abbreviation letters. After each state is named the class will say the name in unison to promote their speaking skills.
-Show powerpoint about the characteristics of the Northeast including -
-show big cities
- Union laborers
- four distinct seasons
- prestigious universities
- tend to support democrats (voted for Obama)
- diverse populations (different religions and races, many immigrants)
- most of the land is rural
-many museums
- many forests
-Distribute handouts, computer and dictionaries
Allow students to define terms they do not comprehend into their native language
Students will be told to look up “characteristics” in their native language to solidify their understanding.
When students are finished show them images of the different characteristics and ask them to label the images with their new vocabulary words. Students will be given white boards and markers to write the answers to the questions. Students will have their desks rearranged in order to prevent group, thus creating an individual assessment.
If time allows play hip hop music of the Northeast and explain that hip hop started there
CLOSURE
Assign Homework – compare and contrast the Northeast with your home region
Exit Ticket - What characteristic of the Northeast do you like most?
Have students write and answer the question on their exit ticket paper. Students must also answer the question of whether they understood the lesson, understood a little, or did not understand. This question will be asked throughout the unit in order to gauge comprehension
ACCOMMODATIONS
Students who are not confident in working with a computer will be paired with a student of the same home language who can show them what to do. The CM will be assigned to work with students known to struggle with computer usage. Students who previously answered that they understood a little or not at all on their exit will tickets receive individual attention to help them comprehend the most important concepts of the lesson.
ASSESSMENT/EVALUATION
Students will be assessed individual in order to gauge whether or not the defining in home language activities are helping certain students. It is suspected that some have weak first language skills and may not understand the terms in their first language.
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