week 4 assignment #3

Lesson Overview

Title: Travel to a Foreign country!
Author: YiYi Chou
Subject: Social Study
Grade Level(s): 9th

Unit Description  

This unit is designed as a UDL approach to support student having a digital field trip. For most students, field trips are the best activity because they provide an exciting break from regular curriculum and a memorable, authentic experience that will enhance the learning. However, within the huge continent, those meaningful destinations become not doable and costly. But the virtual field trips (VFTs) can make students’ dream come true.

VFTs provide a variety of forms. Students can travel to a historic site or museums, witnessing any scientific experiments or processes at organizations, etc.  They differ from the traditional style and can use technology in either asynchronous or interactive synchronous formats.

Goals

Unit Goals:

1. Students will practice the ability to research.
2. Students will develop the ability to collaborate with peers.

Lesson Description for Day 1

Students will decide on a destination and do some research on the following day activity.

State Standards

New York State Standards

• CCSS.ELA-LITERACY.RH.9-10.2
• CCSS.ELA-LITERACY.RH.9-10.7
• CCSS.ELA-LITERACY.WHST.9-10.1.E
• CCSS.ELA-LITERACY.WHST.9-10.4
• CCSS.ELA-LITERACY.WHST.9-10.6

Lesson Goals:

• students will be able to research relevant information through the platform.
• students will develop the capability of evaluation and organization by applying graphic organizer.

Methods

Anticipatory Set:

Time Frame: 10 minutes

• Share students with “10 questions foreigners like to ask Chinese people”.
• Have them to discuss the questions.
• Tell them the best way to get the answers is to get first-hand information.

Introduce and Model New Knowledge:

Time Frame: 10 minutes

• Introduce the VFTs: AirPano and tell students what we are going to do is to research relevant information on the platform.
• Divide students into small of four and demonstrate how to fill the graphic organizer by showing them the duty of each role in the group and provide them time to discuss.

Provide Guided Practice:

Time Frame: 25 minutes

• Show the rubrics and demonstrate how to explore the function on the platform by picking up a location.
• When demonstrating the graphic organizer, ask for students to share their research result.

Provide Independent Practice:

• Allow students to have group discussion finishing their worksheet.
• Teacher circulates the class and provides assistance for the graphic organizer or AirPano.

Wrap-Up

Think, Pair, Share:
Time Frame: 10 minutes

After finishing group work, each group keeps their assignment and every student write a paragraph-long essay to introduce their finding in VFTs independently as an exit ticket.

Assessment

Formal

      The graphic organizer. (see rubric)

     

Informal

       students’ participation. (see rubric)

Materials

Other Resources

·         computer, tablet, or smartphone

·         access to the internet

·         Smartboard

Lesson Description for Day 2

Students will make a UDL book based on their previous graphic organizer.

State Standards

New York State Standards

• CCSS.ELA-LITERACY.RH.9-10.3
• CCSS.ELA-LITERACY.RH.9-10.4
• CCSS.ELA-LITERACY.WHST.9-10.1.C
• CCSS.ELA-LITERACY.WHST.9-10.2.A

Lesson Goals:

• students will obtain knowledge by having UDL.
• students will develop the capability of using UDL book.

Methods

Anticipatory Set:

Time Frame: 10 minutes

l   Review the graphic organizer done on the previous day.

l   Encourage them to create their own digital travel guide based on the information they had researched

l   Show students book sample done before.

Introduce and Model New Knowledge:

Time Frame: 10 minutes

• Show the rubrics and demonstrate how to explore the function on the platform.
• Remind them to follow their role in the group according to the previous lesson.

Provide Guided Practice:

Time Frame: 20 minutes

• Each one in the group can select or create their own avatar to share their selections. For example, the person who wrote the features of the location can be a character to share the beauty or even teach Mandarin by using Google Translation, and the rest of students can explain the local history and introduce new word respectively.

• Allow them to discuss if they need adjust.
• When demonstrating the UDL book, call on students to create interesting for the digital helper.

Provide Independent Practice:

• Have students finish their UDL books.

• Teacher circulates the class and provides assistance for UDL book or adjust the content.

• After finishing the book, have each student write a paragraph to introduce their own book as a teaser.

Wrap-Up

Think, Pair, Share:
Time Frame: 15 minutes

• Each group presents their UDL Books.

Assessment

Formal

      The graphic organizer. (see rubric)

     

Informal

       students’ participation. (see rubric)

Materials

Other Resources

·         computer, tablet, or smartphone

·         mini-microphone

·         access to the internet

·         Smartboard