La Vega High School Lesson Plans
2012-2013
Subject: WORLD GEOGRAPHY
Week of: 9/30/2013
Teacher Name: CHRIS WARD
Room Number: 211
Monday: Places and Regions
The learner will be able to… detail the differences of formal,
functional and perceptional regions.
The learner will learn by… class discussion and cornell notes
TEKS O/SE:
WG.5
Geography.. The student understands how political, economic,
and social processes shape cultural patterns and characteristics
in various places and regions. The student is expected to:
WG.5A
Analyze how the character of a place is related to its political,
economic, social, and cultural elements. Readiness Standard
WG.9
Geography.. The student understands the concept of region as
an area of Earth's surface with related geographic characteristics.
The student is expected to:
WG.9A
Identify physical and/or human factors such as climate,
vegetation, language, trade networks, political units, river
systems, and religion that constitute a region. Readiness
Standard
WG.9B
Describe different types of regions, including formal, functional,
and perceptual regions. Supporting Standard
WG.16
Culture.. The student understands how the components of
culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the
processes of innovation and diffusion. Supporting Standard
WG.16B
Describe elements of culture, including language, religion, beliefs
and customs, institutions, and technologies. Readiness Standard
WG.16C
Explain ways various groups of people perceive the
characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
ELPS 2F Derive meaning from a variety of media 3J Respond
orally to a variety of media sources 4F Use visual and contextual
supports 3D Speak using grade level vocabulary in context 3E
Share in cooperative groups 3F Speak using common and
content are vocabulary 3G Orally express opinions, ideas, and
feelings 1E Use and reuse new academic language 1C Use
techniques to learn new vocabulary 3B Use new vocabulary in
oral and written communication 4C Develop sight vocabulary
and language structures 5B Write using newly acquired
vocabulary 5C Spell familiar English words 1A Use prior
knowledge to learn new language 4B Recognize directionality of
English text 4G Show comprehension of English text individually
and in groups 4H Read silently with comprehension 5F Write
using variety of sentence structures and words 5G Narrate,
describe, and explain in writing
Lesson Cycle
Engage
The learner will have mastered the lesson when… Create a
graphic organizer that compares and contrasts a formal region,
functional region, and perceptual region using one of the major
cultural regions of the world.
Activity
1.Display pictures and maps of Jerusalem or any
other city of your choice. Ask students to identify
social, political, cultural, and economic
characteristics that make this city unique.
2.Students create a web diagram (bubble map)
that identifies the characteristics that are
discussed.
Resources
3.Ask:
•Do all regions or places have unique social,
political, and economic characteristics?
•Do they change over time?
•What are some of the possible reasons for a
region’s social, political, and/or economic
characteristics change over time? (Possible
answers may include: natural disasters, wars,
failing economy, etc…)
4.Explain to students that they will be learning
about regions and investigating characteristics of
regions.
1. Display pictures and maps of Jerusalem or
any other city of your choice. Ask students
to identify social, political, cultural, and
economic characteristics that make this city
unique.
2. Students create a web diagram (bubble
map) that identifies the characteristics that
are discussed.
3. Ask:
4. Do all regions or places have unique social,
political, and economic characteristics?
5. Do they change over time?
6. What are some of the possible reasons for
a region’s social, political, and/or economic
characteristics change over time? (Possible
answers may include: natural disasters,
wars, failing economy, etc…)
7. Explain to students that they will be
learning about regions and investigating
characteristics of regions.
Explore
8.
Explain
4.
Extend
Evaluate
Ensure
Accommodations
AVID Strategies
Inclusion/Mentor
Student apply
Informal/Formal
Homework/Tutorial/Remediation
SPED: provide notes, reduced assignments, extra
time, opportunity to repeat and explain
instructions, reading assistance, no penalty for
spelling, check for understanding, seat near
teacher, modified assignments
Corrnell Notes
Tuesday: Places and Regions
TEKS O/SE:
WG.5
Geography.. The student understands how political, economic,
and social processes shape cultural patterns and characteristics
in various places and regions. The student is expected to:
WG.5A
Analyze how the character of a place is related to its political,
economic, social, and cultural elements. Readiness Standard
WG.9
Geography.. The student understands the concept of region as
an area of Earth's surface with related geographic characteristics.
The student is expected to:
WG.9A
Identify physical and/or human factors such as climate,
vegetation, language, trade networks, political units, river
systems, and religion that constitute a region. Readiness
Standard
WG.9B
Describe different types of regions, including formal, functional,
and perceptual regions. Supporting Standard
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
The learner will be able to… detail the differences of formal,
functional and perceptional regions.
The leaner will learn by… class discussion and cornell notes
WG.16
Culture.. The student understands how the components of
culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the
processes of innovation and diffusion. Supporting Standard
WG.16B
Describe elements of culture, including language, religion, beliefs
and customs, institutions, and technologies. Readiness Standard
WG.16C
Explain ways various groups of people perceive the
characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
ELPS 2F Derive meaning from a variety of media 3J Respond
orally to a variety of media sources 4F Use visual and contextual
supports 3D Speak using grade level vocabulary in context 3E
Share in cooperative groups 3F Speak using common and
content are vocabulary 3G Orally express opinions, ideas, and
feelings 1E Use and reuse new academic language 1C Use
techniques to learn new vocabulary 3B Use new vocabulary in
oral and written communication 4C Develop sight vocabulary
and language structures 5B Write using newly acquired
vocabulary 5C Spell familiar English words 1A Use prior
knowledge to learn new language 4B Recognize directionality of
English text 4G Show comprehension of English text individually
and in groups 4H Read silently with comprehension 5F Write
using variety of sentence structures and words 5G Narrate,
describe, and explain in writing
The learner will have mastered the lesson when… Create a
graphic organizer that compares and contrasts a formal region,
functional region, and perceptual region using one of the major
cultural regions of the world.
Lesson Cycle
Engage
Explore
Explain
Extend
Activity
1.Explain to students the difference between place
and region.
2.Both have unique physical and human
characteristics, but generally places are more
specific and on a smaller scale than regions.
Discuss how the identity of a place is influenced by
language, religion, political and economic systems,
population distribution, and standard of living.
3.Discuss that places are similar to regions;
however regions are larger areas that are defined
by physical or human factors such as soil, climate,
vegetation, language, trade networks, river
systems, and religion.
4.Show a various types of special purpose maps
and ask about relationships and patterns that
provide evidence for different regions. Example:
Show a map of the major cultural regions of the
world. Ask students what type of characteristics
may separate these regions.
5.Discuss different types of regions. Define and
explain the difference between formal, functional,
and perceptual regions.
6.Show PowerPoint: Defining a Region:
Connections, Relationships, & Location.
7.Students write a short list of examples local and
global for each region type.
8.Students turn to a partner and explain their
examples for each of the region types. Include
ways various groups of people perceive the
characteristics of their own and other cultures,
places, and regions differently.
1.Ask students to write for 2-3 minutes about how
the decision to move to a place might be
Resources
Evaluate
Ensure
Accommodations
AVID Strategies
Inclusion/Mentor
influenced by the characteristics of a place or
region. Remind students to use ideas regarding
push/pull factors. Students may also want to
include the treatment of minorities and women
and/or respect for and recognition of their
contributions to society.
Informal/Formal
Homework/Tutorial/Remediation
SPED: provide notes, reduced assignments, extra
time, opportunity to repeat and explain
instructions, reading assistance, no penalty for
spelling, check for understanding, seat near
teacher, modified assignments
Cornell Notes
Wednesday: Places and Regions
TEKS O/SE:
WG.5
Geography.. The student understands how political, economic,
and social processes shape cultural patterns and characteristics
in various places and regions. The student is expected to:
WG.5A
Analyze how the character of a place is related to its political,
economic, social, and cultural elements. Readiness Standard
WG.9
Geography.. The student understands the concept of region as
an area of Earth's surface with related geographic characteristics.
The student is expected to:
WG.9A
Identify physical and/or human factors such as climate,
vegetation, language, trade networks, political units, river
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
The learner will be able to… detail the differences of formal,
functional and perceptional regions.
The learner will learn by… class discussion and cornell notes
systems, and religion that constitute a region. Readiness
Standard
WG.9B
Describe different types of regions, including formal, functional,
and perceptual regions. Supporting Standard
WG.16
Culture.. The student understands how the components of
culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the
processes of innovation and diffusion. Supporting Standard
WG.16B
Describe elements of culture, including language, religion, beliefs
and customs, institutions, and technologies. Readiness Standard
WG.16C
Explain ways various groups of people perceive the
characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
ELPS 2F Derive meaning from a variety of media 3J Respond
orally to a variety of media sources 4F Use visual and contextual
supports 3D Speak using grade level vocabulary in context 3E
Share in cooperative groups 3F Speak using common and
content are vocabulary 3G Orally express opinions, ideas, and
feelings 1E Use and reuse new academic language 1C Use
techniques to learn new vocabulary 3B Use new vocabulary in
oral and written communication 4C Develop sight vocabulary
and language structures 5B Write using newly acquired
vocabulary 5C Spell familiar English words 1A Use prior
knowledge to learn new language 4B Recognize directionality of
English text 4G Show comprehension of English text individually
The learner will have mastered the lesson when… Create a
graphic organizer that compares and contrasts a formal region,
functional region, and perceptual region using one of the major
cultural regions of the world.
and in groups 4H Read silently with comprehension 5F Write
using variety of sentence structures and words 5G Narrate,
describe, and explain in writing
Lesson Cycle
Engage
Explore
Explain
Extend
Evaluate
Ensure
Accommodations
Activity
Resources
Student apply
•Create a graphic organizer that compares and
contrasts a formal region, functional region, and
perceptual region using one of the major cultural
regions of the world. Include the political, social,
and economic characteristics that make the region
unique.
Homework/Tutorial/Remediation
SPED: provide notes, reduced assignments, extra
time, opportunity to repeat and explain
instructions, reading assistance, no penalty for
spelling, check for understanding, seat near
teacher, modified assignments
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
AVID Strategies
Inclusion/Mentor
Thursday: Culture
TEKS O/SE:
WG.16
Culture.. The student understands how the components of
culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
The learner will be able to… describe the political, economic,
and social factors that affect cultures.
The learner will learn by… class discussion and cornell notes
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the
processes of innovation and diffusion. Supporting Standard
WG.16B
Describe elements of culture, including language, religion,
beliefs and customs, institutions, and technologies. Readiness
Standard
WG.16C
Explain ways various groups of people perceive the
characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
WG.17
Culture.. The student understands the distribution, patterns,
and characteristics of different cultures. The student is
expected to:
WG.17A
Describe and compare patterns of culture such as language,
religion, land use, education, and customs that make specific
regions of the world distinctive. Readiness Standard
WG.17B
Describe major world religions, including animism, Buddhism,
Christianity, Hinduism, Islam, Judaism, and Sikhism, and their
spatial distribution. Supporting Standard
WG.17C
Compare economic, political, or social opportunities in different
cultures for women, ethnic and religious minorities, and other
underrepresented populations. Supporting Standard
ELPS 2F Derive meaning from a variety of media 3J Respond
The learner will have mastered the lesson when… Make a paper
orally to a variety of media sources 4F Use visual and contextual graphic organizer that shows the political, economic, and social
factors that affect cultures.
supports 3D Speak using grade level vocabulary in context 3E
Share in cooperative groups 3F Speak using common and
content are vocabulary 3G Orally express opinions, ideas, and
feelings 1E Use and reuse new academic language 1C Use
techniques to learn new vocabulary 3B Use new vocabulary in
oral and written communication 4C Develop sight vocabulary
and language structures 5B Write using newly acquired
vocabulary 5C Spell familiar English words 1A Use prior
knowledge to learn new language 4B Recognize directionality of
English text 4G Show comprehension of English text individually
and in groups 4H Read silently with comprehension 5F Write
using variety of sentence structures and words 5G Narrate,
describe, and explain in writing
Lesson Cycle
Engage
Explore
Activity
1.Sketch using Handout: Analyzing Through
Pictures and/or Artifacts graphic organizer on the
board.
2. Begin the lesson on cultures by projecting
pictures and/or displaying artifacts of different
cultures around the world.
3.Students identify what they see in each picture.
As students identify a feature, list that feature in
the appropriate column of the graphic organizer
on the board. For example, if the students noticed
traditional dress, add that to the “customs”
column.
4.Students also list the feature on their own copy
of the graphic organizer, Handout: Analyzing
Through Images and/or Artifacts
5.In addition to pictures, artifacts are helpful as
well.
6.Facilitate a discussion that engages students in
the topic of “Culture – What is it? How is it
expressed?”
1.Distribute to every student: Handout: Culture:
What is it? How is it expressed? Notes Organizer
2.Students work in pairs for this activity.
3.Distribute atlases. Students write down their
Resources
Explain
observations about the maps. For example, in
looking at a map of world languages, students
write about patterns in languages.
4.Students may also draw inferences from other
maps to note relationships between or among
other culture characteristics.
5.After students have completed this section,
students change partners and discuss and write a
brief explanation on the following topics. (These
topics may be written on the board for students to
refer to):
•Based on the maps, what are some of the
differences and similarities in the cultures that live
in London, Mexico City, New Delhi, Tokyo, Beijing,
Johannesburg?
•What could be the cause for some of the
similarities? (Historical events such as colonization,
common borders, etc.)
•How do cultures diffuse, past and present? For
example, in the past, cultures diffused through
trade routes, but today cultures diffuse through
the social media and other forms of technological
advances.
1.Distribute the Handout: Cultures on which
students can note important ideas.
2.Facilitate a discussion where students discuss
how cultures can change or absorb different
cultural traits. Include ways cultures can change
those who are not part of the main culture. Use
the following terms in the discussion: push and
pull factors, acculturation, assimilation, centripetal
and centrifugal forces of culture.
3.Continue the discussion to include discussion of
how cultures are preserved or are altered, giving
local, national, and global examples, and how
cultures differ in the treatment of and recognition
Extend
Evaluate
Ensure
Accommodations
AVID Strategies
Inclusion/Mentor
of contributions of minority groups and women.
4.Show the Teacher Resource: PowerPoint:
Culture and focus on the last slides based on how
political systems, economic systems and social
factors may affect culture.
5.Students brainstorm examples that they
categorize as political, economic or social factors
that may affect culture and use academic language
to support their categorization.
1.Distribute Handout: My Culture to each student.
2.Students reflect upon their own culture and
write their thoughts and ideas in their handout.
3.Students share with a partner.
4.Student volunteers share with the class. Discuss
the differences and similarities between cultures.
5.Discuss how the United States views its nation
as a “Melting Pot” in which all cultures adapt and
diffuse into an “American” Culture. Canada
however sees itself as a “tossed salad” in which
the cultures keep their own, distinctive
characteristics.
6.Discuss how minority cultures in a region
sometimes face economic, political and social
persecution such as women and religious
minorities based on the view of the country.
Informal/Formal
Homework/Tutorial/Remediation
SPED: provide notes, reduced assignments, extra
time, opportunity to repeat and explain
instructions, reading assistance, no penalty for
spelling, check for understanding, seat near
teacher, modified assignments
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
Friday: Culture
TEKS O/SE:
WG.16
Culture.. The student understands how the components of
culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other
regions of the world and how these patterns influenced the
processes of innovation and diffusion. Supporting Standard
WG.16B
Describe elements of culture, including language, religion,
beliefs and customs, institutions, and technologies. Readiness
Standard
WG.16C
Explain ways various groups of people perceive the
characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
WG.17
Culture.. The student understands the distribution, patterns,
and characteristics of different cultures. The student is
expected to:
WG.17A
Describe and compare patterns of culture such as language,
religion, land use, education, and customs that make specific
regions of the world distinctive. Readiness Standard
WG.17B
Describe major world religions, including animism, Buddhism,
Christianity, Hinduism, Islam, Judaism, and Sikhism, and their
spatial distribution. Supporting Standard
WG.17C
Compare economic, political, or social opportunities in different
The learner will be able to… describe the political, economic,
and social factors that affect cultures.
The learner will learn by… class discussion and cornell notes
cultures for women, ethnic and religious minorities, and other
underrepresented populations. Supporting Standard
ELPS 2F Derive meaning from a variety of media 3J Respond
orally to a variety of media sources 4F Use visual and contextual
supports 3D Speak using grade level vocabulary in context 3E
Share in cooperative groups 3F Speak using common and
content are vocabulary 3G Orally express opinions, ideas, and
feelings 1E Use and reuse new academic language 1C Use
techniques to learn new vocabulary 3B Use new vocabulary in
oral and written communication 4C Develop sight vocabulary
and language structures 5B Write using newly acquired
vocabulary 5C Spell familiar English words 1A Use prior
knowledge to learn new language 4B Recognize directionality of
English text 4G Show comprehension of English text individually
and in groups 4H Read silently with comprehension 5F Write
using variety of sentence structures and words 5G Narrate,
describe, and explain in writing
Lesson Cycle
Engage
Explore
Explain
Extend
Evaluate
Ensure
Accommodations
The learner will have mastered the lesson when… Make a paper
graphic organizer that shows the political, economic, and social
factors that affect cultures.
Activity
Resources
Bellringer:
Discovery
Student model
•Make a paper graphic organizer with three folds
that shows the political, economic, and social
factors that affect cultures. Include examples of
the contribution of diverse or underrepresented
groups (e.g., women and ethnic minorities).
Homework/Tutorial/Remediation
SPED: provide notes, reduced assignments, extra
time, opportunity to repeat and explain
instructions, reading assistance, no penalty for
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
spelling, check for understanding, seat near
teacher, modified assignments
AVID Strategies
Inclusion/Mentor