CEP Lesson Plan Form

Teacher: Tori Valaski Date: 8/27/2018

School: Rocky Mountain High School Grade Level: 10 Content Area: AP Human Geography

Title: Refugees Lesson #3 of 5

Lesson Idea/Topic and
Rational/Relevance:
Students are in the middle of a unit on migration. Refugees make up a large
number of migrants throughout the world, especially recently. Refugees are
part of current events that affect not only places on the other side of the
world, but the United States as well. Students will have the opportunity to
learn what a refugee is, as well as what their lives are like and why this is a
relevant topic.

Student Profile: This is an Advanced Placement class with 28 students. There are no IEP’s or
504’s in this class.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content standards are based off of AP Human Geography standards.

Learning Outcome 3.3.1: Provide examples of political, environmental and economic push and pull factors.

Understandings: (Big Ideas)

*AP Human Geography students should be able to identify what a refugee is without error.

*Students should be able to analyze different push and pull factors that influence people to migrate in a newspaper, brochure, or blog post.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

 What are some of the forces pushing people away from their homeland?

 How does being a refugee impact someone’s life?

 How do refugees impact our lives in the United States?

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Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

 I can define what a refugee is using the definitions from the lecture and textbook.

 I can explain the three main push or pull factors that influence people to migrate.

 I can analyze from the sources two ways how refugees affect our lives as U.S. citizens.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Turn and Talk (Learning Target 1)

Discussion (Learning Target 2)

Inquiry Lesson note catcher (Learning Target 1,2,3)

Refugee product: (Learning Target 1,2,3)

Class Discussion: (Learning Target 2,3)

Exit Ticket: (Learning target 1,2,3)

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Why did you choose this model(s) and what are the teachers’ roles?
Yes ___ No _X__

Approx. Time and Materials The total class time is 90 minutes.

Materials: Computers, smartboard, note catchers, list

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Quiz 10 minutes
Warm up (See think wonder) or what 5 minutes
would you do?
Notes on Push/Pull Factors (review) and 10 minutes
instructions for inquiry
Work time on looking at sources- Have a 20 minutes
few ideas in each section
Additional instructions, introducing 2 minutes
product.
Work time on creating their product 30 minutes
Discussion 10 minutes
Exit ticket 3 minutes
Anticipatory Set The strategy I intend to use is: Scenario
I am using this strategy here because: This will introduce the topic of refugees to students
by having them relate to the situation that they are put in when leaving their home
countries. Students will be told that they have to leave their homes in a hurry and must
pack. They only have a minute to look through a list given to them and choose which
THREE objects they will take with them. After a minute, students will explain their choices
in a turn and talk, and then a class discussion. They will discuss how they decided which
objects to bring and why. This will be tied into a refugee’s experience of having to leave
very quickly and deciding what to pack. They won’t know where they are going or how
they are getting there, just as refugees experience.
Procedures The strategy I intend to use is: Guided Inquiry
I am using this strategy here because: I chose this model because students are interacting
with the information in various ways in order to gain a better understanding of the topic.
This gives students ownership and empowers them to be in control of their own learning.
The teacher’s role for this class is to set up the lesson and then facilitate learning as
students work to answer the essential questions. The teacher will introduce the inquiry
and walk around to check in with the students during individual work time. They will
show students where to find the information they will be looking at, and then students
will be on their own to investigate the different sources. The teacher will help lead
discussion to check for understanding at the end of class.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form
*Teacher passes out tests
and observe students as
they take their test
*Teacher goes over answers
to the test for students to
go over.
*Scenario: Teacher leads
students through
introduction (If your house
was on fire, what would you
bring) to introduce ideas of
refugees.
*Brief review of push/pull
factors and notes on
political push factors.
*Teacher gives instructions
for the refugee inquiry
(investigation) and shows
students where in Google
classroom to access the
sources and hands out
graphic organizer
*Teacher walks around and
discusses sources with
students as students work.
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*Students take quiz on Key
Issues #3
*Students listen to answers
and make notes if needed.
*Students are actively
participating in scenario by
giving their opinion on what
they would do in the
situation and how it relates
to refugees.
*Students are reviewing
push and pull factors and
taking notes on political pull
factors.
*Students listen to
instructions and ask
questions if needed. They
also pull up the Google
classroom folder to access
sources.
*Students investigate
sources in groups and take
notes in graphic organizer
that help to answer the
essential questions.
*Students are listening to
instruction and choosing
which product they want to
*Who is understanding the
material? Which students
are struggling? Does it seem
like there are specific topics
that are stumping students?
* How did students do on
the test? What questions do
students still have?
*Are students making the
connection between this
scenario and refugees?
*Do students understand
what push and pull factors
are? Is there any
background knowledge on
these terms? Which
students are taking notes?
*Are students
understanding the
instructions? Do students
know where to go to find
the information? Do
students know what their
task is?
*Are students on task? Are
students understanding the
readings and making
connections to the Essential
Questions they are trying to
answer. Do students
understand what refugees
are?
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Closure The strategy I intend to use is: Discussion and Exit Ticket
I am using this strategy here because: Students have had most of the class to work on
their own. Discussion allows the class to come together to share what students have
learned. This can also be used to see if we have met the standards and if the Essential
Questions have been answered. Discussion, along with the exit ticket, can give insight on
what students are still confused about and what needs to be revisited during the next
class. The exit ticket will consist of students explaining one thing they learned, one thing
they are confused on, and one question that they have in regards to the topic.

Differentiation Content Process Product Environment

Modifications: *Students are *Paper copies Students can *Students will
given various of various choose be able to
resources to sources will be between move seats if
look at for their provided for creating a necessary to
projects and those that do newspaper work with a
they can not have article, a blog, partner.
choose how computer or or a brochure
many they use want to have a to show their
to create their hard copy understanding
product of the topic.

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Extensions: *Students are *Once students *Students can

required to have looked suggest other
attempt to over the types of
answer the sources, products that
E.Q.’s. If students can they would like
students research on the to create using
accomplish web for the information
this, they will additional they collect as
be encourage information. long as it is
to create their Sources must approved by
own question be approved by the teacher first
about what the teacher
they want to before using
learn more them in their
about in product.
regards to the
topic.

Assessment After looking at various sources to build their knowledge on refugees, students will create
a product (newspaper, blog, or brochure) that demonstrates their knowledge on the
topic, and answers the E.Q. that are guiding this inquiry lesson.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

After reviewing the products students made (the newspapers, brochures, and blog posts), the
lesson objectives were achieved by most students. Most students were able to define what a
refugee was in their product. They were also able to describe the three push and pull factors that
influence people to migrate. Almost every student was able to complete the first two objectives.
The third objective was met by some students but not by all of them. This may have been that
students ran out of time to create their product, or they may not have understood it. I would want
to check in with my students during the next class to check for understanding. I know I struggled
with creating understandings with measurable degrees during this lesson, and this may have
affected what students knew was expected of them.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

After finishing my lesson, there are a few things that I want to improve on. I felt that I could
have spent more time on giving instructions for the inquiry project. I wanted students to have
enough time to work on their products, so I summed up instructions. I think taking the time to
really explain what I want them to do would have helped students with their process. I also
would make sure to find ways to ask deeper questions using Bloom’s taxonomy to stimulate
deeper thinking and get past some of the surface level questions. This would be when walking
around the room as well as during the class discussion. I also want to include more turn and talks
and group talks into the lesson. During the discussion, there were times when it was difficult to
have students volunteer to share their thoughts. These would have been perfect opportunities for
students to share the information with their classmates first and then share with the class. As for
the lesson planning process, I know I struggle with creating understandings with degrees
measurable, so my goal for my next lesson is to specifically focus on this part of creating
lessons.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For my next lesson, I would want to take some time to review how refugees impact the
United States with a think, pair, share, and then a discussion. After checking students
understanding, we would continue on our unit on migration by looking at immigration.
Through the lesson, we would touch on the push and pull factors again and apply them
to our lesson.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

Co-teaching was not used during this lesson.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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