The fourteenth daily handout that correlates to my Global III, 1st semester, reading guides, study guides, and multiple choice quizzes. This resource is used as the main handout in a daily, 10th grade Global History class. All of my daily handouts are meant to be printed on 1 piece of paper, double-sided. Adjust the date in the top right corner of the first page as needed.
Many of my handouts contain additional pages of images, maps, cartoons and graphs that correlate to day's handout, although sometimes the images relate to the handout from the day before as well. These extra pages of images are not meant to be printed for each student, only displayed through a projector or smart board during class, so when you select print, select "print pages 1-2.” Otherwise, you will run out of paper very quickly!
You may chose to print some preselected images in color if you want to organize a group activity or round-robin gallery walk activity, but usually to save paper, I simply display these images through my projector on my white board, and have students observe, comment on, and write about them in real time.
Each handout that I create has a daily aim on the first page, followed by an image or collection of images, with a do now activity below it which is usually based on those images. My do nows are meant to engage students of all levels, which is why there are questions and activities of all skill levels. The point is to spark their engagement and curiosity about the upcoming new material for the day.
The secondary purpose of my do now activities is to build test-taking and critical thinking skills through map, cartoon, chart, photograph, work of art, and/or reading passage analysis. Building these skills continually throughout the year will boost your students' test scores in June. You must model these thinking methods daily and consistently to get the results that you want on the standardized tests.
The back page contains graphic organizers and/or questions that relate to that day's mini-lesson/new content. I never force students to "take notes," in the traditional sense, from a power point presentation or teacher lecture. My past experience from such practices never worked for my classrooms.
Instead, I usually have my students read silently or in groups the unit of my reading guide that describes the new information being taught before we have a whole class discussion of the new content.
Each student has a teacher-provided highlighter, as well as a printed copy of my entire 12-page Global III reading guide packet, which they keep in a personal colored manilla folder that is kept and accessed in the classroom daily.
Students read about 2-4 paragraphs of new content out of my reading guides per day, except on test review days, which are strictly review-focused and not about new content. Test review days are the the last handouts of my units, and are administered the day before my end-of-unit multiple choice-plus-thematic essay exam. My multiple choice quizzes and end-of-unit essay questions are also available in my store.
While the students read and highlight, they complete the graphic organizer on the back page of their handout either individually, in pairs, or in groups (whatever suites your particular philosophy as an educator / suites your teaching style).
After about 10-15 minutes of active patrolling, positive reinforcement, question-answering, and "extra credit" promising, I the teacher lead a 5-10 minute mini-lesson on the topic in which students provide answers to the graphic organizer and/or questions for the day. Either a designated student or myself will document the answers to the graphic organizer or questions on my large white board (the handout is being projected on the big screen for the entire 50-minute long lesson.
You may document the answers by writing them on the board with markers yourself, or by having student volunteers come to the board and fill-in the organizer for you. You may also type the information directly into the Word document (in large bold font so all students can see) that is being projected onto the white board.
It is up to you, and I personally recommend mixing it up from day-to-day. If you record in marker one day, type the following day. If you document one day, have student volunteers come to the board and write or type on the computer for you the following lesson. Variety keeps the classroom environment from becoming stale and redundant and forces the students to think/view information in different ways.
As the students are completing their graphic organizers, I usually promise extra credit of +5 or +10 if they complete the entire activity early. I will check it after they raise their hands, and if complete to my satisfaction, will write "+5" or "+10+ on their paper with a sharpie. It is amazing how much teenage students still love the enticement of extra credit (and stickers for grades over 90%)!
The back page also contains empty spaces or boxes that are marked for video or image analysis activities. In these boxes, student record observations, thoughts, and facts about the images and/or video clips that I show them during that lesson.
Since I access these videos through YouTube and do not own the copyright content of them, I can not include them in these lesson plan downloads. I sincerely apologize, since many of you have asked for the videos I use as well!
I find my videos by typing in key vocabulary terms from my reading guide units into YouTube, search around until I find short video clips that are relevant to that day's lesson but also ENGAGING to a teenage mind.
I then use a mp4 converter website to create the video into a jpeg format. Lastly, I copy the videos onto my thumb drive, and play them during class (with loud speakers!) at the appropriate parts of my lessons. There are some great history-related channels on YouTube that I commonly access.
Most of my videos are 2-3 minute clips from historical documentaries, but I have even shown clips from sitcoms, parody music videos, and hollywood films as well. The main point is, the videos are short, engaging and relevant to what I am teaching. Keep their attention and try to find a video that is unique and well-explained about the topic.
*If you would like to know the exact video clips that I use for any particular lesson handout, email me personally and I will tell you what to search for on YouTube.
If I choose not to show video clips, I usually scroll through the images attached to the Word file and have a Socratic-style discussion with my students as we observe each image. My students are expected to write down observations, thoughts or answers to questions as they watch and comment on the images, in a whole-class style discussion.
Once again, you could use the images in different ways if you chose to. You could print out select images, have students work in groups analyzing them, moving to different 'stations,' etc. The lesson plan is meant to have flexibility to allow educators of different styles to adapt them to their own needs.
The images, like the video clips, are meant to be provocative and engaging. I also like to include maps, political cartoons, graphs, charts, photographs, works of art and multiple choice questions into my images in order to build students test-taking and critical thinking skills. This allows stronger students, as well as the teacher, to model proper logical thinking skills, thereby building confidence.
The quality of this portion of the lesson depends on 1) how provocative your images are, and 2) how engaging and understandable your questioning skills as a teacher are 3) how you choose to use the images
Most of the back pages of my handouts also have spaces for exit slips. These usually involve answering a theoretical question or addressing the daily aim from the front page.
I hope you find my daily handouts helpful. They make much more practical sense if you download my correlating reading guides, study guides, and multiple choice quizzes.
If you have any questions, please do not hesitate to contact me; you're feedback, comments, and ratings are what I strive to address!
*Important Note: This document was created with Microsoft Word 2011. If you have an earlier version of Word, the different fonts and software may cause the spacing and lines of writing to align incorrectly, leading to a document that is not perfectly aligned.
1) Checking the document after you purchase it and making any necessary margin/line adjustments so that the lesson plan prints on 1 full page, double-sided.
2) Update your version of Microsoft Office to 2011 :)