Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Christopher Paye

Grade Level: 9
Subject: US History (early comprehensive) (based on a 90 min class period)
Date: September 12, 2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
9-12.H.2.6 Evaluate the impact the American Revolution had on politics, economy, and society.
ITSE Standards:
Digital citizen: Students must recognize how to use technology responsibly and resourcefully. They must
recognize their rights and those rights which they give up when using school technology/technological
resources. This skill is crucial in the online world because of the potential dangers the school’s firewall may
not be able to detect or prevent. Using this skill, students can focus on the class assignments for the week and
begin to brainstorm ideas for their unit presentations
Innovative designers: Students need to get creative for their projects. Using both technology and the physical
aspects, if any, to put their own spin on their projects to avoid duplicate/similar projects. Each project does
not have to be purely/totally original, but it does have to have creative elements to make the project unique.
Creative communicator: This skill is crucial in creating and presenting the project in a unique way. For
instance, the presenters could set the project off with a little background information, or more unique, the
repercussions of the event or movement they talk about at the end of the revolutionary unit.
Problem Definitions: This skill is meant for students to overcome logistical problems for their project option.
Specifically, the battlefield diorama and if they decide to make it more 3D and realistic. What dimensions are
they looking at? What details need more emphasis? These are two important questions that are solved by this
skill with the battle map. As for the other options, usually it’s about how to divide the work to each student’s
needs/obstacles, like involvement in extra-curricular activities or illness related absence.
21st century skills:

Creativity: The project brainstorm time is the creative aspect and focuses on the creative aspect on how to
make their project unique. For my part, I would like to see how I can improve on existing ideas out to
incorporate into the classroom, like having more group based work while still maintaining the individual work
load, like the group discussions throughout the lecture portion and some of the online class blogs that are
incorporated outside of the lecture material over the course of the week.
Critical thinking: The brainstorming session and the lecture is meant to enhance student’s critical thinking
skills in terms of how to differentiate historical sources as credible or not, and as first-hand and second hand.
This is to also expand on how perceptive they are at recognizing patterns in history. For instance, before the
Civil War broke out, there were political and social divisions that kickstarted the fighting. Now compare that
climate to the political and social climate of today and one can see a pattern about deep divides in
Flexibility/adaptability: The group work is meant to simulate the skill of flexibility because not all group
members may agree on what option they initially want to use and how to divide the work for various reasons.
It is also up to me to be just as flexible in case there are any unforeseen problems, like snow days, or students
who are gone due to school activities or the ongoing pandemic. This also applies to the project itself if the
group wants to put their own spin on it and present it differently than they originally planned.
List the Rationale (cite theories or theorists):
Students learn best by doing, but some learn better than others. The major theme of Vygotsky's theoretical
framework is that social interaction plays a fundamental role in the development of cognition. This means if
students present their take on the information they had learned, they will be motivated more than without
such a method because they will not want to fail in front of their peers. The plan is at the end of each unit,
instead of an exam, students will make a presentation to show what they had learned.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to identify the causes/events leading up to and effects of the American Revolution and
their importance by the end of the unit.
Students will be able to Identify key figures within the colonies, like Samuel Adams, Thomas Jefferson, and
Patrick Henry that led the Colonies through the pre-revolutionary years.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives are appropriate because it allows students enough time to process new information
and connect it so information that they already have on the subject. For instance, Students may not know
that the first continental congress meeting did not include Alexander Hamilton or Benjamin Franklyn.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those
of gifted students, those of students’ physical needs, and those due to cultural characteristics).
15 Caucasian, 5 Native American, 2 African American, 1 Asian student from Thailand, 14 females and 10
males, 3 gifted students and 4 students with individualized education plans (IEP) (1 cognitive, 1 OHI-ADHD, 1
is wheelchair bound and 1 with EDD). Behavior plans may be utilized as an accommodation for all of these
individuals
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The student from Thailand might need a translator, but further information is needed before this
accommodation is used. The student that is wheelchair bound will need space to move around, and the four
IEP students will need their own special needs, like front row seating and other, more specialized needs, like a
break in the middle of the lecture portion of the class. Overall, I could try and apply their interests to the
overall lesson, but further info is needed.

List the materials/resources you will need to teach the lesson.

The smartboard/overhead projector, the school laptops for their end of the unit projects/presentations, and
the whiteboard for daily reminders and for students to write down due dates for their assignments in their
planners.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.
I will utilize the smartboard and show the lecture content to introduce students to the revolutionary era in
American History. The school laptops will be used to give students time to work on their end of the unit
presentations. The whiteboard will be used to note URL’s for when we have use of the laptops and daily
reminders of upcoming due dates for assignments, tests/presentations, etc.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
The student from Thailand might need a translator, the student that is wheelchair bound will need space to
move around, and the four IEP students will need their own special needs, like front row seating and other,
more specialized needs. I will keep the student’s prior knowledge in mind and use pre-assessments before
delving into each unit to test their prior knowledge to see what I need to address and what I do not. This
preassessment is not graded, but it will show me what I need to cover in greater context and what can be
glossed over or briefly discussed.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will assign a short quiz before each unit to assess their prior knowledge. It will not be graded, but will be
done in class, but it will show what material I need to cover in more detail for today and what I only need to
mention briefly before we move further into the content.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
If 80% of my students answer the questions 0-1 correctly, I will know that my objective is more
appropriate, and they are ready for my outcomes. If most of the students answer most or all the
questions appropriately and correctly, then I know I do not need to explain portions of the
material in further detail and adjust the lesson accordingly.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

I will walk the students through on how to fulfill my expectations by example in terms of behavior,
In terms of developmental needs, I will utilize discussions, pre-assessments, and one project at the end of
the class’s term to see what they had learned, all based on what methods work better overall.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
I will show a slideshow and use visuals to explain the content to help meet the objectives. The
content covered will be about events that led up to the American Revolution in terms of politics,
economic factors, and the overall world conditions of the timeframe. This will take about twenty
minutes to go over before I turn the class’s attention to their presentation options and brainstorming
time with their assigned groups.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
After about ten minutes of lecture content, we will take a short break to discuss the topic further.
The content covered will be about the events that led up to the American Revolution. After the
discussion break is over, the second part of the lecture will continue where we left off. For guided
practice will continue to discuss after the second part of the lecture is finished, in groups, to evaluate
what they took in or found interesting about the events that contributed to kickstart American
Revolution. WE will also discuss the assignments for the week and what each assignment is
supposed to look like before it is due on Friday.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will independently complete their choice of three activities for the next thirty minutes.
1]. Access a laptop to work on their end of the unit presentations.
2]. Access a laptop and research colonial life
3]. Fill out a small timeline of the events leading up to the American Revolution
Regardless if students are working/are on task, I will rotate for checking and understanding, answer
questions, and offer guidance.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
With five minutes remaining, we will briefly discuss what we had learned today, and five answers
must be submitted before the end of class, this is their exit ticket. They alternately, can choose to
discuss amongst each other for 1 minute about if they met their daily objective.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The pre-assessment used at the beginning of each unit will be used at the end of each unit. In terms of daily
lessons, bell work will be utilized to link old and new content.
Analyze
Post Assessment: Based on the results of the Pre-assessment and Post-assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video.
If applicable, insert a table/chart/graph before your explanation.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
 This particular lesson plan was meant to incorporate some technology in the form of online

resources introduced in the class for students to use on their unit presentations. This lesson plan will

identify some of the key areas of tension before the American Revolutionary War and how they led up

to it. Not to mention how long it would take before the actual fighting started and how these events

played their part. For instance, the Boston Massacre had the effect of swaying public opinion against

King George III and Parliament, but it would take another five years before fighting really stated and

Independence would be officially declared. Not to mention briefly the various methods Parliament and

the colonists tried to outmaneuver each other in a series of political gambles and how each move played

out during these twelve years between the end of the French and Indian War and the beginning of the

Revolutionary War. To describe these events is as follows: both sides thought they were playing chess,

trying to outmaneuver each other, when they were rolling dice instead. This is because the actual

outcomes of these political moves were not at all predicted or prepared for.