Observation #2

Teacher: Ms. Pinto

Subject: World History I
Grade(s): 9

Essential Question:  (Why are you teaching this?)

Who was Marco Polo?  Why was he important?

Learning Objective(s): (include A, B, *C, *D) *assumed to be with pen and paper, individually, and 100%

Ss will determine the significance of Marco Polo’s journeys.  Ss will study various sources and articulate their findings using the 5 Ws and How? Interrogatives.

Bloom’s Taxonomic level:

Comprehension, Application

Student Standards: (Common Core or subject specific, write out the exact standard)

World History Era 5 Standard 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

Teacher Standards: (RIPTS or NETS or WIDA; write out the exact standard):

RIPTS 6: Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self‐motivation.

Materials/Resources needed, including technology:

World History textbook, several readings about Marco Polo, an excerpt from Polo’s book, Document Based Questions Worksheet, Primary Source Document Worksheet.

Step One Group reading	5 mins.	Call on Ss to read section from book.	Read aloud in a clear, projected voice.
Step Two Introduce 5Ws and H	5 mins.	Direct Ss to read other sources and answer 5 Ws and H
Step Three Independent work	20 mins.		Read documents, answer Qs	Who, What, When, Where Why, How?
Step Four Dyads	5 mins.	Direct Ss to work in pairs, share info they found, work together to fill in missing info.	Compare findings, work together to get all information.
Step Five Independent work	15 mins.	Pass out worksheets, have Ss work on them.	Answer Qs on worksheet.