Overview: The grade level in my classroom is 9th grade. The content area of this class is Social Studies.

The class is a World History class. There are sixteen students in my classroom. One of the students never comes to school. Two of the students never do their work. They always sleep and lack motivation to do anything. There are two students in the classroom that have an IEP. Both of the students have to have oral administration of tests and assignments. The students must be given three extra days to complete the assignment. One must be given verbal prompts to stay on task. Both have to have supplemental notes to the ones given in class. Three students in the classroom take medicine for ADHD. There are two groups that form in this class and neither of them gets along. They have to be separated or they will argue with each other. This is a very low income school. Therefore, most of the students have parents who do not care about education. One of the students who sleeps in class, works fifty hours a week. Two of the students in the classroom, stays in trouble both at school and with law enforcement. One student in the class never comes to class. 4.1.1. The lesson plan for this lesson can be found here. The learning objective for this lesson was: After taking notes on a PowerPoint lecture on the Columbian Exchange and the Trans-Atlantic Slave Trade, students should be able to fill in a geography map that labels continents as well as both routes with the goods that followed between Europe, America, Asia, and Africa. The standards that aligned with this learning objective were: NCSS Standard (9) Global Connections. Students will understand how America, Africa, and Europe connect through the Columbian Exchange and the Trans-Atlantic Slave Trade. The State Standards covered in this lesson were: MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and the fifteenth centuries. MWH-2: The student will demonstrate an understanding of the benefits and costs of the growth of kingdoms into empires from the fourteenth through the sixteenth centuries. The indicators that align with the standards are as follows: MWH-1.1: Describe the diffusion of people and goods between Europe, Asia, and Africa during the fourteenth and the fifteenth centuries to show the networks of economic interdependence and cultural interactions. MWH-2.6: Describe the impact of the competition among European countries on the various kingdoms of the Americas and Africa, including the Columbian Exchange and the slave trade. This learning objective is appropriate for this lesson because the lesson focuses on the Trans-Atlantic Slave Trade and the Columbian Exchange and the goods that passed between the continents during both of these exchanges. This lesson is appropriate for my students learning needs because it is allows them to see the exchanges on paper. They are able to work together to fill in their maps. It is also a nice review for them to help get them to retain the information. The students already have prior knowledge of the Trans-Atlantic Slave Trade from previous classes when they talked about African slaves being brought to the new world. The students had also just finished a unit on exploration and knew that when the Americas were founded, slave labor was needed in order to produce goods for the mother country (Great Britain). I allowed the students to use their background knowledge to further their understandings. 4.1.2 The instructional strategies I used in this lesson included lecture accompanied by a PowerPoint and cooperative learning in which the students helped each other to fill in their maps. Students also looked at various primary source accounts on the Middle Passage in order to enhance their knowledge of the

Trans-Atlantic Slave Trade. Students also looked at a table on the Columbian Exchange that explained how it connected to todays economy. Students were asked to read the primary source accounts and answer the questions that followed in order to enhance their knowledge on the subject. I believe that the students learn best through cooperative learning. The students were able to help each other with my supervision. I was available to answer questions if they could not find the answer on their own in their textbook or in their notes. 4.1.3 The activity that is the main focus of this lesson is the map activity. Even though the video does not show the students doing the activity, what the video does show is the lecture that accompanied the activity. The activity that students will complete will be a map activity. On the map, students will map the route of the Trans-Atlantic Slave Trade and the Columbian Exchange. They will also label the goods that were transported through the route as well as label five continents (Africa, Asia, Europe, North America, and South America). This activity will address the students learning needs because it will allow the students to see a visual representation of the routes we have discussed. This activity will also allow the students to label the routes with the goods that were exchanged which will act as a review of the material we have discussed. I will monitor student learning by walking around during the lecture as well as the activity to answer any questions the students may have. By walking around the classroom, this will help keep students on task and doing the work that they have been assigned. As part of the assessment, students will turn in their maps when they have finished. I will grade the maps and return them to them within 48 hours. I will also ask the students questions during the lecture to make sure they understand the material before making them fill out a map. I will take up the maps that I know that the students have done the activity and so that I know that the students understand the material presented. My biggest concern is that they will confuse the Trans-Atlantic Slave Trade and the Columbian Exchange so I will be sure to point out the differences to try and avoid this confusion. 4.2.1 I used the content extremely effective in this lesson. During the lesson, I asked questions to keep the students engaged and to make sure they were following along in the lesson. During the lesson, students were also assigned to read a primary source activity in the textbook. The students had to read the short primary source activity (2 paragraphs) and answer the question that followed. I gave the students 5 minutes to read the material and then we read it as a class. We then went over the correct answer to the question. I walked around to make sure everyone was reading the assigned reading. 4.2.2 I monitored student learning by walking around the classroom during the lesson and asking engaging questions. The questions asked during the lecture helped to foster student learning. As I walked around the room, I allowed the students to ask questions and I would answer them before moving on. The lecture in itself was done as individual work, which is what is presented in the video. However, the activity that accompanied the lesson was done with a partner. I walked around and answered any questions that the students had. I took time to explain both the Trans-Atlantic Slave Trade and the Columbian Exchange on the board when the students started getting the two confused. I used verbal communication by explaining the material to the students. I did not use nonverbal communication techniques.

4.2.3 The classroom management strategy I used during this lesson was simply asking the students to remain on task and do their work. With two warnings, the students were working diligently and did not give me any trouble. They were attentive and taking notes like I asked them to do. Students were engaged in the lesson because I called on students to answer questions pertaining to the material so they knew they had to pay attention during the lesson to be able to answer the questions I presented to them. This created a positive learning environment because the students were comfortable in the classroom and were engaged in the lesson. 4.3.1 I received maps from every student in the class. Student As work was 100% correct. He listed both of the routes and labeled the goods as well. He had a key with his map and his map was neat and readable. Student Bs work resulted in a 70% effort. He had many of the correct elements but he did not have the continents labeled in the right place and he also failed to list the goods on the routes. Student A made a 100. He exceled my learning goal. He did what was asked of him and everything was correctly labeled on the map. He mastered the learning goal. Student B did not quite reach my learning goal. He simply turned in his work with it being half complete and did not care to do any more of it. The problem with a student refusing to do anymore work is that I do not get an accurate sense of whether or not he understood the material. From the work that he did do, I believe that he understood the differences between the Trans-Atlantic Slave Trade and the Columbian Exchange but he just did not label it on his map. Student As feedback was that he did exceptional work. He went beyond my expectations and completed the work accurately. I sat down with Student B and explained to him why he made a 70. He told me what the Columbian Exchange and the Trans-Atlantic Slave Trade and that he just failed to put it on his map. So, overall, he understood the material he just did not explain this on his map. 4.4.1 Overall, the majority of the class reached the learning goals. Of the 15 people in the classroom, 11 of them passed the assessment. Two students did not complete the activity and two students made a 50. The students that made a 50 only labeled half of the information on the map. The two that did not do the assignment, are two that you can see visibly sleeping in class on the video. After 3 weeks of teaching, I realized that they always sleep in class no matter how much I try to get them involved. After speaking with the administration, they informed me to simply let them sleep because they were both intending on dropping out, which is such a shame. So, that is why in the video you see these two sleeping instead of focused with the rest of the class. The two students were failing for the year when I entered the clinical Day 1. I believe that the instructional strategy used for this lesson was useful. The students took notes while I explained the material to them. I interacted well with the students, however, I wish I would have involved them more in the lesson. If I were to teach this again, the students would be much more involved. I also would have talked about the PowerPoint before changing the slide so that students listened to me instead of tuning me out to copy the PowerPoint. I believe that I handled the classroom well and students were involved and focused. When I had to call the students down to stop talking, they listened and returned to taking notes on the PowerPoint. However, at one point, a student calls me to the back of the room and I turn my back on the rest of the class. Next time, I would have her come to the front of the room instead of me having to go to the back and turn my back on the rest of the class. By the time I taught this class, I had already taught it twice so I had revised the

lesson as needed. If I were to teach it again, I would teach it exactly how I taught it to this class that can be seen in the video.