La Vega High School Lesson Plans
2012-2013
Subject: WORLD GEOGRAPHY
Week of: 10/9/2013
Teacher Name: CHRIS WARD
Room Number: 211
Monday: Teacher Inservice
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
TEKS O/SE:
WG.5 WG.5A WG.9A WG.9B WG.16A WG.16B WG.16C
ELPS
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
Activity
1.
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
Resources
Extend
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
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.
Evaluate
Ensure
Accommodations
AVID Strategies
Inclusion/Mentor
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
LEP: use of pictures, use of key terms, use of
Spanish/English dictionary, multiple choice
questions
Tuesday: Places and Regions cont.
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
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
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
Explore
Explain
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.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,
Resources
Evaluate
Ensure
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
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
Accommodations
SPED: provide notes, reduced assignments, extra
Extend
LEP: use of pictures, use of key terms, use of
AVID Strategies
Inclusion/Mentor
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
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
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
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
Explore
Explain
Extend
Activity
Student apply
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.
Resources
Evaluate
Ensure
Accommodations
•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: Unit 3 Review
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
The learner will be able to…
The learner will learn by…
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…
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
Activity
Resources
Unit 2 Review
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
AVID Strategies
Inclusion/Mentor
Friday: Unit 3 Test
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
The learner will be able to
The learner will learn by…
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…
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
AVID Strategies
Inclusion/Mentor
Activity
Resources
Bellringer:
Discovery
Student model
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