Sociology Unit
*NOTE: This class consisted of nine students, eight of which are from Saudi Arabia, and one student from Korea. The class met everyday, Monday - Friday, and was split into two sessions - the first from 11:30am-12:45pm & the second from 1:15pm-2:30pm. The lesson plans below reflect which session of class I taught for each day.
To see additional materials made for this class, click here.
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Unit 6: Sociology |
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Academic Skills |
Reading |
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Objectives |
Students
will be able to: · Make predictions and
interpret information from graphs · Skim the text to find
main ideas · Scan the text to find
supporting details · Annotate a text · Distinguish between fact
and opinion · Develop study strategies |
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Materials |
Textbook:
Academic Connections It was the Worst of Times - graphs and text PowerPoint
– Unit 6 Comp Check Individual
whiteboards Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
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February 10
Day 1 – Session Two 1:15pm-2:30pm |
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Preview/Warmer |
Content Vocabulary · Commit suicide · Crime/criminal · Violent/violence · Depression/depressed · Divorce · Increase (v/n) · Trend · Developed (adj) |
Time |
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5 minutes |
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Before Reading |
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(macro) |
Discussion What does divorce, depression, and violent crime
look like in your country? |
5 minutes |
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Working with graphs · Pg. 99 (as a class) · Pg. 101 Interpret graphs o
What do these graphs tell you about life during these times?
(partners) o
Is this different from your country? o
What information do you have to support your ideas
about divorce, depression, and violent crime in your country? ***keep these thoughts
in mind while reading*** |
15 minutes |
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During Reading |
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(macro) |
1.
Highlight first and last sentence of each paragraph (individual) 2.
Annotate main idea in text or on a separate sheet of paper
(partners) 3.
Pg. 100 Match main ideas to paragraphs (partners) 4.
Read the text with a partner, out loud (partners) |
1 minute 3 minutes 3 minutes 10 minutes |
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February
11 Day 2 – Session One 11:30am-12:45pm |
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Preview/Warmer |
Academic Vocabulary · Choose four to five academic vocabulary words from the class list (see Academic Vocab Poster). Write vocab words on whiteboard, leaving out a few letters to be filled in by the students. ·
Across from vocab words, write definitions in random order. ·
Students must come up to the board to fill the gaps for
spelling and match the words to the correct definition. |
Time |
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5 minutes |
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After Reading |
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Assessment (macro and
micro) |
Comprehension Check Students
must support their answer
with evidence from the text. 1.
For how many years did many developed countries experience
deep social recession? 2.
What year(s) is the present time being compared with? 3.
According to the National Commission on Civic Renewal, what
has been steadily falling since 1960? 4.
Name five social trends: divorce, suicide, crime, prison,
depression, wealth, and health 5.
What do researchers, like Elizabeth Gilman and Edward
Zigler, agree about the social recession? What did they find, and what statistics from
the reading support their findings? 6.
Which paragraph talks about increasing material wealth and
decreasing health? 7.
Robert Frank notes that people are spending ___ at work, ___
sleeping, and ___ with friends and family. 8.
In your own
words, what does civilized mean? How do you interpret the meaning of this
quote: “a person is civilized when he or she can look at some statistics and
cry”? Fact or Opinion? Provide
evidence for each quote. State if it is a fact
or an opinion. 1.
P1: “we…have…more convenient transportation.” 2.
P1: “for more than 30 years, many developed countries went
into a very deep social recession.” 3.
P1: “This recession made the economic recessions look very
small in comparison.” 4.
P3: “Behind these numbers, this index, are real people with
real problems.” 5.
P4: “At the center of the social recession are children and
young people.” 6.
P4: “Martin Seligman was struck by an interesting
fact:...but that every statistic about their mental well-being is getting
worse.” |
1 hour |
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Outside Application |
Students
will apply these steps/methods to another article and Tuesdays with Morrie. |
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Homework |
Assigned by Beth | |
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February
12 Day 3 – Session Two 1:15pm-2:30pm |
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Academic Skills |
Speaking |
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Objectives |
Students
will be able to: · Express their opinions
and support them with academic language · Express agreement and
disagreement with academic language · Present information to
the class |
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Materials |
Textbook:
Academic Connections Fact or Opinion? - Sleep and Studying Poster
Paper (3) Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
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Preview/Warmer (macro) |
Review
Academic Vocabulary: Procrastinate, subtle, evaluate, credibility |
Time |
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5 minutes |
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Class Activity (macro and micro) |
Pre Activity Discussion · When do we need
credibility? · What are the differences
between facts and opinions? Which is stronger? · Introduce sleep and
studying topic – elicit opinions from students |
5 minuts |
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Academic Phrases · Having an academic
discussion – elicit phrases from students · Pg. 105 – Talk with a
partner about sleep/study opinions using phrases · Use the phrases provided
to express opinions in the following activity |
5 minutes |
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Group Work · Split class into two
groups · Give each group facts
and opinions about sleep and studying · Students will separate
facts from opinions · Research on phones two
additional facts |
20 minutes |
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Wrap Up |
Discussion: Presenting As a
class, groups will circle up. Each group will stand up to present their
poster using academic phrases
for support and rebuttal to any agreeing or opposing views. Presentation must
include: 1.
Personal opinions 2.
General opinions 3.
Facts |
15 minutes |
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Outside Application |
Students will use these phrases and steps for
their next presentation |
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Homework |
Assigned by Beth | |
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February
13 Day 4 – Session Two 1:15pm-2:30pm |
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Academic Skills |
Cornell
note taking |
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Objectives |
Students
will be able to: · Write notes from a TED
talk using the Cornell note taking method · Develop study skills to
use with other texts, lectures, videos in the future and in college courses |
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Materials |
Computer Projector Whiteboard Dry Erase Markers Doc Cam Video:
“How to live to be 100+” (youtube) |
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Preview/Warmer (macro) |
· What are some note
taking strategies you know of/use? o
Organization, abbreviations o
Ask students to draw an example |
Time |
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2 minutes |
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Class Activity (macro and micro) |
Cornell Note taking · What things are
important to have in notes? o
Date, professor/lecture/video, topic, supporting details of
main ideas · Label parts – cues,
notes, summary o
Why would this be a good strategy? Any benefits? · Try it out! |
20 minutes |
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Video · Introduce Vocab o
Premise o
Centenarian o
Genes o
Equity o
Procreate · Watch: stop for
check-ins o
Thesis o
Sardinia – before & after o
Okinawa – before & after o
Loma Linda – before & after o
End of video – what did we miss? |
40 minutes |
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Wrap up |
Discussion How will
this be helpful in the future? This
class? College classes? What did
you like about it? What was difficult? Explain 5
Rs – Record, Reduce, Recite, Reflect, Review |
5-10 minutes |
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Assessment |
Short quiz to check comprehension |
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Outside Application |
Students will use this template for note taking
on the next lecture/listening or reading activity |
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Homework |
Finish Video Complete Video quiz | |
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February
17 Day 5 – Session One 11:30am-12:45pm |
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Academic Skills |
Cornell
note taking & reading process |
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Objectives |
Students
will be able to: · Write notes from an
article using the Cornell note taking method · Develop study skills to
use with other texts, lectures, videos in the future and in college courses |
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Materials |
Computer Projector Whiteboard Dry Erase Markers Doc Cam Review Activity (if quiz not completed) Cornell
note taking template Article: Less Technology, More Happiness? |
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Preview/Warmer (macro and
micro) |
Review
quiz activity · Questions and answers
cut into strips · Give to students –
whoever has Qs must find their answer partner – answer questions together |
Time |
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10 minutes |
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Discussion · How will this be helpful
in the future? This class? College
classes? · What did you like about
it? What was difficult? · Explain 5 Rs – Record, Reduce, Recite, Reflect, Review |
5 minutes |
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Class Activity (macro and micro) |
Cornell Note taking
& Annotating · Pass out article and · Introduce vocabulary · Students will remain
with their partners for this activity · See handout for
instructions |
1 hour |
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Assessment |
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Outside Application |
Students will practice using these methods with
future readings, lectures, & listening activities |
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Homework |
Finish worksheet if not done in class | |