Lesson Reflection Amanda Morris

Context  Concentration in Sociology  Familiarize to the material and then apply it to yourself  Real world application  Family is relatable to all students-family is family no matter what type

Planning standards   SS:WH:12:5.2: Examine the role and impact of religious ideas on daily life and social norms   SS:HI:12:3.1: Evaluate how individuals have developed ideas that have profoundly affected American life   NCSS:I:A: Analyze and explain the ways groups, societies, and cultures address human needs and concerns   NCSS:IV:C: describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self

Planning objectives   Students will be able to define that there are three different types of family units; immediate, extended and non-blood related families.   Students will be able to identify that family is the first of three different social institutions that all hold beliefs, norms and values to people in different ways.   Students will be able to describe how families change along with the growing trends in the country at that time. (Large farming families to smaller working class families.)   Students will explain that each type of family can influence a person’s beliefs, norms and values in a different way and can also overlap in the topics they influence.   Students will be able to define that beliefs, norms and values are different for every person and can be more important or less important for an individual.   Language   measurable   lower to higher level

Hook  1950’s video of a family dinner   /watch?v=zTGWKHWbxg g&feature=related /watch?v=zTGWKHWbxg g&feature=related   Changes- discussion about video and link to lesson

Teacher/student activities  Individual  Discussions (high)  Note taking (low)  Scenario solving (high)  Group Work  Think pair share (low/high)

Closure  Video of family to now  Family time line  Summative assessment  Essay on your family compared to the 1950’s one and the time line

Time  Movie debrief  Added  Worksheet  Less time  Closure  Added  More value to the students

Assessment  Formative  Checking the worksheet  Think pair share  Scenarios  Discussions  Summative  Essay

Differentiation  ESL/ELL  Note outline  Think pair share  Translations

Reflection  Changes  Timing  1 class period-maybe 2  Discussions-value  Insights  Not picture perfect  Changes when you do it instead of on paper  Go with the flow  Better teacher…  Know your students well  Learn as you go