Mayer,+B



World History
 * ** Teacher: ** || ** Brandon Mayer ** || ** 24Q061 ** ||  ||   ||   ||   ||   ||
 * **Lesson Plan Title** || **Concept/Topic to Teach** || **Standards Addressed** || **General Goal (s)** || **Specific Objectives** || **Required Materials** || **Anticipatory Set** || Step by Step Procedures ||
 * = Which gladiator school do I want to go to? || Student will learn how to persuade an audience using advertisements. || **Social Studies Standard 2:**

Geography
 * Social Studies Standard 3:**

Economics
 * Social Studies Standard 4:**

-Google Maps; -Microsoft Word; -Poster Board; -Crayons, Markers, Colored Pencils || Advertisement presentation of the models by the teacher (s) || Teachers will use google maps to illustrate two different areas of the Ancient Roman World: Rome and Egypt to create an advertisement for competing schools trying to train the best gladiators. This is the site you can find the google map being used. __http://oitqblogs.com/communities/bmayer2/archive/2010/03/29/64004.aspx__ There will be two schools being modeled to choose from: Roman Gladiator School and Cairo Gladiator Academy. This will allow students to use the same or similiar ideas/strategies for persuading potential gladiators to come to their school.
 * ESL Standard 2:** Expression and Enjoyment in Social Interactions || Students will create their own advertisement using the two modeled schools provided to help them generate ideas || Teachers will demonstrate how to persuade individuals using economic strategies (a [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] dvertisements). || -Smart Board;

|| Additional Student Podcasts found on the blog: [] || World History
 * ||  ||   ||   ||   ||   ||   || media type="file" key="DDIH_Mayer_24Q061_5-02-10 .mp3" width="240" height="20"
 * How can we research newly discovered flora and fauna. || Students will learn how to write a script and record a podcast. || **Social Studies Standard 2:**

Geography
 * Social Studies Standard 3:**

Information and Understanding
 * ESL Standard 1:**

-Google Maps; -Script Template; -Reading with a Focus Matrix (QTEL) || Play modeled podcast called "Giant Huntsman Spider" || Teachers will create a google map of locations where new flora and fauna species were discovered in SouthEast Asia. On a 6 column matrix, they will jot down what the flora fauna is, what it looks like, where it was discovered, what it eats, and anything else interesting about it. After that, they will follow a script to record their podcast. After all the students have recorded their podcast, they will listen to all the other podcasts to complete the rest of the matrix (as the share).
 * ESL Standard 2:** Expression and Enjoyment in Social Interactions || Students will conduct research, write a script about their findings, and record a podcast of their script. || Teacher will demonstrate how to write a script using a model and how to utilize the "Aviary" program to create a podcast. || -Smart Board;

media type="googlemap" key="http://maps.google.com/maps/ms?hl=en&ie=UTF8&msa=0&msid=112967157707202540059.0004820031fad9a0ec9f5&t=h&source=embed&ll=8.807137,123.321533&spn=36.425694,50.910644&output=embed" width="425" height="350" || World History
 * = Lesson Plan Title || Concept/Topic to Teach || Standards Addressed || General Goal(s) || Specific Objective(s) || Required Materials || Anticipatory Set || Step by Step Procedures ||
 * = How do we create graphic novels using Asian folktales? || Students will learn how to create graphic novels using the "Comic Life" program. || **Studies Standard 2:**

Geography
 * Social Studies Standard 3:**

Information and Understanding
 * ESL Standard 1:**


 * ESL Standard 2:** Expression and Enjoyment in Social Interactions || Students will read an Asian folktale, write a script, and create a graphic novel based on the folktale. || Teacher will demonstrate how to create a graphic novel by introducing the "Comic Life" software. || -Smart Board;

-CPU; -"Comic Life Software || Teacher will demonstrate how to create a graphic novel by introducing the modeled graphic novel, "Tikki Tikki Tembo." || Students will read a Asian folktale and create a sequence chart to show the order of events. After they complete the sequence chart, they are to begin filling out their graphic novel planner with the assistance of their template created. Once that is completed, teacher will demonstrate how to create a graphic novel using the "Comic Life" program. After that, students will create their graphic novel rendition of the folk tale they read. And finally as a share, students will utilize a matrix in a gallery walk to view all students graphic novels. || World History
 * = **Lesson Plan Title** || **Concept/Topic to Teach** || **Standards Addressed** || **General Goal(s)** || **Specific Objective(s)** || **Required Materials** || **Anticipatory Set** || **Step by Step Procedures** ||
 * = What can we learn about African countries? || Students will research an African country of their choice (and also their EL Proficiency) and create a movie using the "Voicethread" software. || **Social Studies Standard 2:**

Geography
 * Social Studies Standard 3:**

Economics
 * Social Studies Standard 4:**


 * ESL Standard 2:** Expression and Enjoyment in Social Interactions || 1. Students will research various internet sites to complete a "Reading with a Focus" Matrix.

2. Students will create a script using their matrix as a reference.

3. Students will search for images that connect to their script.

4. Students will utilize the voicethread program to create a movie by using their script and images. || Teacher will demonstrate how to fill out the Reading with a Focus matrix and create a modeled script about "Madagascar" for students to reference. || 1. Voicethread program 2. CPU with internet connection 3. Script 4. Reading with a Focus matrix || 1. Teacher will introduce a reading about the country of Madagascar. || 1. In lottery fashion, groups will have a choice of what African country they can research (Separated into 3 groups, for tiering purposes). 2. After that, students will begin their research on the CPU by filling out their reading with a focus matrix. 3. Then, (if teacher wants to) have students separate into pairs so one group can look for images and the other to write the script. 4. Next, have groups create the movie by incorporating the images and the script. 5. Lastly, have students view each others movie so they can complete the rest of boxes in the matrix. ||
 * Niger Video || media type="custom" key="6473987" || ||
 * Niger Video || media type="custom" key="6473987" || ||