Ray+Kelly's+Lesson+Plans

Ray Kelly 9th Grade World Studies I //**__PBL Question: How were ancient pyramids built?__**//

//__**Standards & Objectives**__// Pennsylvania State Standard 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

Pennsylvania State Standard 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

Pennsylvania State Standard 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites that are critical to world history.

Objectives: The students will be able to: --compare the different theories of how ancient pyramids were built through research --discuss which theories are plausible, which are not --recall facts from each theory

ISTE Standards: 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making

//__**Information**__// The students will receive the day’s information via webquest.

//__**Daily Activities**__// When the students enter the room and class begins, I will start the lesson by showing the students pictures of the Golden Gate Bridge, the Eiffel Tower, the Empire State Building, and the CN Tower. I will then ask the students to discuss some similarities of the pictures and ask how the structures were built. After that, I will show them pictures of ancient pyramids, asking how they think these structures were built over 2000 years ago. This discussion will then lead into the daily activities.
 * The students will complete a webquest, which links to 3 articles and multiple videos discussing the main theories of how the ancient pyramids were built. During the webquest, they will have to answer questions relating to each theory so that they know and understand the main ideas.
 * After the webquest is complete, the class will come back together.
 * For their assessment, the students will have two activities. They will first have to answer questions relating to the theories via student response system. Next, the students will have to create a Venn Diagram based off the webquest in Microsoft Word on which two theories they believe are most plausible.

//__**Teacher’s Notes**__// -PBL question is relevant to class because it will be begin our “7 Wonders of the Ancient World” Unit, which is a curriculum requirement

-Lesson 1 out of 3 relating to ancient pyramids

-Many modifications can be made to lesson, such as:
 * using the “magnifier” tool for those with poor vision.
 * extension of activities for gifted students
 * any accommodation or recommendation listed on IEP/GIEP

Ray Kelly 9th Grade World Studies I __//**Online Collaboration Pyramid Discussion/Debate**//__

__//**Standards & Objectives**//__ : Pennsylvania State Standard 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

Pennsylvania State Standard 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

Pennsylvania State Standard 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites that are critical to world history.

__//**Objectives**//__: The students will be able to: --compare the different theories of how ancient pyramids were built through an online discussion/debate --argue key facts with support as to which theory is more correct --evaluate key arguments by providing a response to at least three class members’ post

ISTE Standards: 1.Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making

//__**Information:**__// The students will receive no new information today, but review the previous days material.

//__**Daily Activities:**__// When the students enter the room and class begins, I will start the lesson by asking the students to discuss the different pyramid theories that they researched during the previous day. I will go back and forth between students’ ideas, hoping to start a debate.
 * Once the discussion reaches its limit, I will instruct the students to get out their Venn Diagrams that they completed the class before. From this information, they will construct a solid, fact-supported theory relating to which pyramid theory is the most accurate and why others are “incorrect.”
 * After they have written their statement, they will be required to log onto the class Moodle discussion board, where they will find the topic “Egyptian Pyramid Theories.” The students will then post their statement in the discussion board, and as the information generates, will be required to respond to at least 3 other students’ statements. (1 same theory, 1 different theory, 1 of their choice)
 * Once all posts are finished for the day, the students will go back and re-read all of them. They will be required to rate the best discussion on a scale of 1-5. Any discussions receiving a “4 or higher” rating, will be copied and pasted into the class wiki in hopes of receiving feedback from other classes or experts.
 * For closure, the students will write a summary about the information they learned through the online discussion/debate.

//__**Teacher’s Notes:**__// -Teacher will manage discussion/debate by thoroughly reading all responses in a timely manner and deleting those that are inappropriate, as well as taking other disciplinary actions

-To inspire creative and thoughtful thinking, any students post(s) who receive a 4 or higher rating, will extra credit points. However, students will not be allowed to vote for their own posts.

-Many modifications can be made to lesson, such as:
 * using the “magnifier” tool for those with poor vision.
 * specialized grouping (high level with low level)
 * extension of activities for gifted students
 * any accommodation or recommendation listed on IEP/GIEP
 * talk to type program from those who have trouble typing
 * Jing video of how to log into Moodle, discussion board

-Lesson 2 of 3 relating to ancient pyramid theories

Ray Kelly 9th Grade World Studies I //__**“How the were pyramids built” digital story**__//

__Standards & Objectives:__ Pennsylvania State Standard 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

Pennsylvania State Standard 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

Pennsylvania State Standard 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites that are critical to world history.

__Objectives:__ The students will be able to: --compare the different theories of how ancient pyramids were built through digital storytelling --support key ideas with valid information --evaluate peers’ digital stories using the appropriate rubric

ISTE Standards: 1.Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making

__Information:__ The students will receive no new information today, but review the previous days’ material.

__Daily Activities:__ When the students enter the room, there will be directions on the board. The first direction for the students will be to pair up with a person who has the same view on how pyramids were built. The next will be to get a laptop out of the cart and turn it on. //In two classes, the students will share their digital stories and will be graded by their peers and myself//
 * Once these two things have occurred, I will inform the students that they will be creating a digital story about how they believe pyramids were built. The story will be informational and instructional, in hopes of teaching their peers. However, they must also understand their particular “building” theory 100%, so all in all, the digital stories will fall under three different criteria.
 * Next, the students will be given a rubric of how they will be graded on the digital story. We will go over it as a class in case there are any questions.
 * Following, I will show a variety of digital stories from teachertube and/or youtube to inspire creativity and thoughtful thinking. I will tell the students the positive and negative aspects of each video we watch, hinting on what I would like to see within the project as a base guideline.
 * Next, we will open MovieMaker as a class, and I will begin to show the students how to create their digital stories. I will show them how to upload music and pictures and how to create transitions from slide to slide as well as some other “special effects.” From this point on until class is over, the students are on their own, with the teacher constantly monitoring the progress of students by continuously circling the room looking for off task behavior and/or answering questions.
 * Once the class starts to come to a closure, I will have the students save their file to a class USB drive so they can take them home and work on them.
 * For closure, I will ask if there are any questions.
 * The students will be given the same rubric that was handed out before the project began to grade each other. I will combine the grades of the class with mine to determine a final grade for the project.

__Teacher’s Notes:__ -Many modifications can be made to lesson, such as:
 * using the “magnifier” tool for those with poor vision.
 * specialized grouping (high level with low level)
 * extension of activities for gifted student
 * any accommodation or recommendation listed on IEP/GIEP
 * Jing video of how to create digital story
 * reduced length of assignment (3 mins compared to 6)
 * push due date back

Lesson 3 of 3 relating to ancient pyramids