1. D A I L Y D O UB L E P L A N
Subject/Time:World
st th
Name: Laura Kroncke Studies 1 and 4 Date:11/6/12
Overview Key Lesson Elements
Unpacked Benchmark, What is the Teacher Doing? What are the Students Doing?
CDAS, CRS, or IL Do Now (3-5 minutes):
StateStandards.
Students are in LEVEL ZERO voice writing
16.D.4(W) Identify on their weekly learning log "Why is Latin
significant events and America called Latin America?” Then, they
developments since will respond to question on sheet and be
1500 that altered prepared to share out in LEVEL THREE
world social history in voice via cold call
ways that persist
today including
colonization, State Lesson Objective & Lesson Agenda
Protestant
Reformation, Teacher calls on 2 students; one to give the date,
industrialization, the and the other to read the do now. Once class
rise of technology and transitions from do now to first objective, another
human rights student will read the first objective.
movements.
Teacher previews day by going over agenda
Activity #1: Map of Mesoamerica (10
minutes)
Students are in LEVEL ZERO voice
Teacher calls on student to read “what to analyzing the map of Mesoamerica and
do” answering questions about the map
Teacher tells students they will have 5 Students respond to cold call in a LEVEL
minutes to independently complete their THREE voice
worksheet “Map: Mesoamerica” and be
ready to share out answers Students are putting away “Map:
Mesoamerica” worksheet into binder in
Teacher cold calls students to share table of contents section in one minute or
responses to questions less and then closing binder and taking out
“Three graphs on Latin America worksheet”
Teacher instructs students to put away map
into table of contents section (set timer to 1
minute) and take out “Three graphs on Latin
America” worksheet
Objective(s) SWBAT: Activity #2: Three graphs on Latin America
(10 minutes)
1) Locate the
four areas of Teacher calls on student to read “what to Student reads “what to do” in a LEVEL
Latin do” THREE voice
America on a
map Teacher asks students to clarify what Students are in LEVEL ZERO listening to
2) Analyze “inferred” means explanation of unfamiliar concepts
graphs of
Latin Teacher asks students to clarify where Students are in LEVEL ZERO voice
America source line can be found analyzing graph and answering questions
3) Produce a
skit on one Teacher sets timer for 5 minutes and cues Students are in LEVEL THREE answering to
aspect of students to begin working in LEVEL ZERO cold call
L.A. voice

2. D A I L Y D O UB L E P L A N
While students are working, teacher passes Students are in LEVEL ZERO listening to
out group assignment numbers for the next classmates share answers and correcting
task their answers if they were incorrect
When timer goes off, teacher asks students Students are in LEVEL ZERO putting away
how many more minutes they need by show their three graphs sheet and taking out the
of fingers 1-5 “Introducing the Region: Human
Geography” packet
Teacher adds additional time to timer if
necessary and cues students to continue
working
Teacher cold calls students to share
responses
Teacher instructs students to put away the
three graphs sheet and take out the
“Introducing the Region: Human
Geography” packet
Vocabulary words/Key Activity #3: Collaborative group work & Students are VOLUNTEERING to respond to
Concepts: Skits (15 minutes to prepare, 5 for each question of why it is important to look at a
group to present) region over time
Teacher asks students why it is important to Students are in a LEVEL ZERO voice while
look at a region over time instructions are being given for group
Modifications/ activity
Accommodations Teacher shows powerpoint slide of
instructions for groupwork (each group has Students are in LEVEL TWO in groups
assigned section of the reading, they will reading the information from their section
find their reading assignment on the wall and writing down important information on
with their number, they will have 15 minutes chart while thinking of a creative way for
to put the information on the butcher paper material to be presented
and think of a creative way to present it to
the class, during presentations everyone Students are moving back to original desks
else will be in LEVEL ZERO writing down in LEVEL ZERO voice
information from the presentations, groups
will have no more than 5 minutes to present While groups are presenting material,
and clarify information, must highlight students are in LEVEL ZERO listening,
bolded words in section, all students must observing, and writing down information
participate) being presented
Teacher cues students to move to groups Once students are done presenting, they
and begin working are moving back to their desks at a LEVEL
ZERO and the next group is moving to the
Teacher sets timer for 15 minutes and front to present
circulates around the room assisting
students and monitoring progress
Teacher gives timer warnings throughout to
keep students on task
Teacher cues students back to desk and
distributes note-taking chart to be filled out
during presentations
Teacher randomly pulls number for order of
groups, but takes volunteer groups first

3. D A I L Y D O UB L E P L A N
After each group goes, teacher asks
students which of the 5 senses applies to
the groups (speech, touch, taste, smell,
sight)
At close of activity, teacher reminds
students that they have all of the
information in their reading packet so they
can add anything they may have missed
Exit Ticket (aligned to lesson objective) or
assessment:
Students will be answering multiple choice
questions based on the jigsaw group
activity. I will analyze the results to see what
information students may need more
clarification on.
Materials & Closing/Preview for next lesson:
Technology
Close the lesson by telling students that tomorrow they will continue to examine Latin
America and learn more about the region
Homework: Map of Latin America for “at bat” with geography