Angela Blum
DIRECT INSTRUCTION LESSON PLAN
Grade Level/Subject: 5th Topic: Compare and Contrasting Education in various countries (Chad, Canada, India, Somalia, and China)
Rationale: Students need to know about the culture of other countries to better understand the impact of diverse cultures in the world and societal issues.
Common Core/Essential Standards Reference:
Social Studies Standard:
5.C.1.2 Exemplify how the interactions of various groups have resulted in the borrowing and sharing of traditions and technology.
Reading Standard:
5.RIT.5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
Behavioral Objective: After reading 6 articles on the topic of education in different countries, students will create a Venn Diagram, and a whole-class discussion will occur. Mastery will be met if the student is able to accurately write 5 points in each oval of the diagram with 100% accuracy.
Prerequisite Knowledge and Skills:
Student should understand how the settlement of diverse groups of people effected North Carolina. Students should be able to additionally utilize a Venn Diagram to compare and contrast different subjects.
Materials/Resources:
-http://www.youtube.com/watch?v=n-h4aoWUxd0
-Articles on Education from the following links:
http://247wallst.com/2012/01/31/the-10-most-educated-countries-in-the-world/
India Articles:
http://www.mapsofindia.com/census2011/literacy-rate.html
China and India Article:
http://www.eastasiaforum.org/2012/07/13/economic-growth-and-higher-education-in-india- and-china/
China Article:
http://www.chinaeducenter.com/en/cedu.php
Chad Articles:
http://education.stateuniversity.com/pages/259/Chad-SUMMARY.html
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20204304~menuPK:435735~pagePK:148956~piPK:216618~theSitePK:430367~isCURL:Y~isCURL:Y,00.html
-Literacy journals to use for Compare and Contrast diagrams
- Schools in the United States.pptx
Multiple Intelligence: This lesson incorporates the linguistic intelligence by having the students write down in a Venn Diagram what they have learned from the reading. This will be done in the independent practice section of the lesson.
Bloom's Taxonomy: This lesson asks students to perform at the Understanding level of bloom's taxonomy.
________________________________________________________________________________________
Content and Strategies
________________________________________________________________________________________
Focus/Review: Teacher will begin lesson with showing a video depicting the rich and the poor in the world. The teacher will then suggest that because there is both poverty and wealth in the world, some schools reflect that of wealth while other schools reflect that of poverty. Teacher will ask the following questions:
1. "What does poverty mean?"
Expected Student Response: "That there is no money or poor people or things."
2. "Do you feel like when you come to school we have all the supplies and support that we need to learn in the classroom?"
-Expected Student Response: "Yes, we have many materials available for our use."
3. "How easy do you think it is to learn when for the example the materials we have to help us learn are not available?"
-Expected Student Response: "Not easy, we need materials in the classroom."
4. "How do you think that areas in poverty are able to become educated without the goods, or even teachers?"
-Expected Student Response: "It is more difficult to learn when the education materials and staffing is not made available."
Objective (as stated for students): Student will be able to read the various articles on the education in different countries, and in turn both create a Venn Diagram and make generalizations about different cultures views and education rates.
Teacher Input: Teacher will present to students various information on the topic of education in both Somalia and Canada. The teacher will use a powerpoint to depict how the education is in Somalia and in Canada. The teacher will then share the visual of a Venn Diagram with students. The teacher will model to students how some facts that were stated were similarities while other facts related just to Somalia, or just to Canada. The Venn Diagram will be completed
Guided Practice: Teacher will have students read articles on the various education rates in other countries (India, China, and Chad). Each student will receive their own article to read. Teacher will walk around the room to monitor student work.
Independent Practice: Students will then use the information gathered from the readings to create a Venn Diagram; students will compare and contrast education among different countries. The students will write down their Venn Diagrams in their literacy journals.
Closure: Teacher will carry out a discussion on what generalizations can be made from the readings. The teacher may pose to the students the following questions:
1. What generalizations do you take from the idea in the article from, The 10 Most Educated Countries in the World that 8 of these most educated countries, do not rely on public support for spending? Response: When resources are provided and education is supported, great academic potential is possible. Countries' education rates continue to grow.
2. What can you conclude about the education in Chad?
Response: The education is impoverished in some areas where there is little financial support. " Only half of Chadian children, and a third of girls, enter school. A dropout rate of 20 percent and a repetition rate of 35 percent suggest high levels of inefficiency in the system. Lack of public funds constrains the supply of basic education, but there is also a limited demand for education outside the towns, particularly in the Sahelian and Sahara regions, and also for girls." "Teachers who are not well paid or paid irregularly." "Textbooks in rural schools and instructional materials are almost non-existent and there are inadequate desks for students."
(http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20204304~menuPK:435735~pagePK:148956~piPK:216618~theSitePK:430367~isCURL:Y~isCURL:Y,00.html)
3. What can you conclude about the education in India?
Response: The education rate has increased 10% in 10 years.
4. What can you conclude about the education in China?
Response: Teaching is highly respected, and houses one of the greatest systems of education. " 99.7 percent of the population area of the country has achieved universal nine-year basic education."
5. What can you connections did you make among the countries of Chad, India, and China?
Response: "The Literacy rate in India has improved a lot over the last one decade. Especially after the implementation of free education in the villages the literacy rate has gone up tremendously." "According to the report released by the latest census there are almost 74 per cent literates that constitute the total population of India aged between seven and above." (http://www.mapsofindia.com/census2011/literacy-rate.html) Chad is struggling with regards to their implementation of education. On the contrary India and China are improving in their growth rates educationally since the implementation of free education programs. India out did China with higher education in quality and quantity. The growth, economically of India and China over recent years has increased the education of the countries.
6. In the India and China article, it talks about quantity and quality, what do both of those words mean?
Response: Quantity means how many and quality means the standard at which something is. Something can have good quality, or bad quality for example.
Evaluation: Students will show that they have reached mastery of this lesson if they created a Venn Diagram, containing 5 accurate points under each oval, with 100% accuracy.
Plans for Individual Differences: For students who are visually impaired and cannot read to themselves articles on the diverse educational systems, they will listen to audio clips on education in various countries. These students will then be responsible for tape recording themselves stating facts that they found to be similar and different.
DIRECT INSTRUCTION LESSON PLAN
Grade Level/Subject: 5th Topic: Compare and Contrasting Education in various countries (Chad, Canada, India, Somalia, and China)
Rationale: Students need to know about the culture of other countries to better understand the impact of diverse cultures in the world and societal issues.
Common Core/Essential Standards Reference:
Social Studies Standard:
5.C.1.2 Exemplify how the interactions of various groups have resulted in the borrowing and sharing of traditions and technology.
Reading Standard:
5.RIT.5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
Behavioral Objective: After reading 6 articles on the topic of education in different countries, students will create a Venn Diagram, and a whole-class discussion will occur. Mastery will be met if the student is able to accurately write 5 points in each oval of the diagram with 100% accuracy.
Prerequisite Knowledge and Skills:
Student should understand how the settlement of diverse groups of people effected North Carolina. Students should be able to additionally utilize a Venn Diagram to compare and contrast different subjects.
Materials/Resources:
-http://www.youtube.com/watch?v=n-h4aoWUxd0
-Articles on Education from the following links:
http://247wallst.com/2012/01/31/the-10-most-educated-countries-in-the-world/
India Articles:
http://www.mapsofindia.com/census2011/literacy-rate.html
China and India Article:
http://www.eastasiaforum.org/2012/07/13/economic-growth-and-higher-education-in-india- and-china/
China Article:
http://www.chinaeducenter.com/en/cedu.php
Chad Articles:
http://education.stateuniversity.com/pages/259/Chad-SUMMARY.html
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20204304~menuPK:435735~pagePK:148956~piPK:216618~theSitePK:430367~isCURL:Y~isCURL:Y,00.html
-Literacy journals to use for Compare and Contrast diagrams
- Schools in the United States.pptx
Multiple Intelligence: This lesson incorporates the linguistic intelligence by having the students write down in a Venn Diagram what they have learned from the reading. This will be done in the independent practice section of the lesson.
Bloom's Taxonomy: This lesson asks students to perform at the Understanding level of bloom's taxonomy.
________________________________________________________________________________________
Content and Strategies
________________________________________________________________________________________
Focus/Review: Teacher will begin lesson with showing a video depicting the rich and the poor in the world. The teacher will then suggest that because there is both poverty and wealth in the world, some schools reflect that of wealth while other schools reflect that of poverty. Teacher will ask the following questions:
1. "What does poverty mean?"
Expected Student Response: "That there is no money or poor people or things."
2. "Do you feel like when you come to school we have all the supplies and support that we need to learn in the classroom?"
-Expected Student Response: "Yes, we have many materials available for our use."
3. "How easy do you think it is to learn when for the example the materials we have to help us learn are not available?"
-Expected Student Response: "Not easy, we need materials in the classroom."
4. "How do you think that areas in poverty are able to become educated without the goods, or even teachers?"
-Expected Student Response: "It is more difficult to learn when the education materials and staffing is not made available."
Objective (as stated for students): Student will be able to read the various articles on the education in different countries, and in turn both create a Venn Diagram and make generalizations about different cultures views and education rates.
Teacher Input: Teacher will present to students various information on the topic of education in both Somalia and Canada. The teacher will use a powerpoint to depict how the education is in Somalia and in Canada. The teacher will then share the visual of a Venn Diagram with students. The teacher will model to students how some facts that were stated were similarities while other facts related just to Somalia, or just to Canada. The Venn Diagram will be completed
Guided Practice: Teacher will have students read articles on the various education rates in other countries (India, China, and Chad). Each student will receive their own article to read. Teacher will walk around the room to monitor student work.
Independent Practice: Students will then use the information gathered from the readings to create a Venn Diagram; students will compare and contrast education among different countries. The students will write down their Venn Diagrams in their literacy journals.
Closure: Teacher will carry out a discussion on what generalizations can be made from the readings. The teacher may pose to the students the following questions:
1. What generalizations do you take from the idea in the article from, The 10 Most Educated Countries in the World that 8 of these most educated countries, do not rely on public support for spending? Response: When resources are provided and education is supported, great academic potential is possible. Countries' education rates continue to grow.
2. What can you conclude about the education in Chad?
Response: The education is impoverished in some areas where there is little financial support. " Only half of Chadian children, and a third of girls, enter school. A dropout rate of 20 percent and a repetition rate of 35 percent suggest high levels of inefficiency in the system. Lack of public funds constrains the supply of basic education, but there is also a limited demand for education outside the towns, particularly in the Sahelian and Sahara regions, and also for girls." "Teachers who are not well paid or paid irregularly." "Textbooks in rural schools and instructional materials are almost non-existent and there are inadequate desks for students."
(http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20204304~menuPK:435735~pagePK:148956~piPK:216618~theSitePK:430367~isCURL:Y~isCURL:Y,00.html)
3. What can you conclude about the education in India?
Response: The education rate has increased 10% in 10 years.
4. What can you conclude about the education in China?
Response: Teaching is highly respected, and houses one of the greatest systems of education. " 99.7 percent of the population area of the country has achieved universal nine-year basic education."
5. What can you connections did you make among the countries of Chad, India, and China?
Response: "The Literacy rate in India has improved a lot over the last one decade. Especially after the implementation of free education in the villages the literacy rate has gone up tremendously." "According to the report released by the latest census there are almost 74 per cent literates that constitute the total population of India aged between seven and above." (http://www.mapsofindia.com/census2011/literacy-rate.html) Chad is struggling with regards to their implementation of education. On the contrary India and China are improving in their growth rates educationally since the implementation of free education programs. India out did China with higher education in quality and quantity. The growth, economically of India and China over recent years has increased the education of the countries.
6. In the India and China article, it talks about quantity and quality, what do both of those words mean?
Response: Quantity means how many and quality means the standard at which something is. Something can have good quality, or bad quality for example.
Evaluation: Students will show that they have reached mastery of this lesson if they created a Venn Diagram, containing 5 accurate points under each oval, with 100% accuracy.
Plans for Individual Differences: For students who are visually impaired and cannot read to themselves articles on the diverse educational systems, they will listen to audio clips on education in various countries. These students will then be responsible for tape recording themselves stating facts that they found to be similar and different.