Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical

Practice ( EDUC 461), HIST 451/461

Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Katherine Tipp
School (NA for HIST 451)
Northside Middle School

Date/Time of Lesson

(NA for

HIST 451)

3/30/15 9:05AM
Subject/Grade Level
7th Grade Social Studies

Observer
Ms. Rebecca Lewis
Cooperating Teacher

(NA for HIST

451)

Ms. Rebecca Lewis

Description of Lesson

(a general description in two or three sentences of what you will do with your students)
This lesson will consist of a PowerPoint lecture based on 9/11 and the circumstances surrounding this event. The lesson will open
with an essential question and will consist of periodic Q&As and ending with partner work to answer their questions using the
Cornell Note-taking Method.

Lesson Plan Component

Lesson Topic/Title

Description
The Attacks on September 11, 2001

Title of lesson, similar to a book title

Curriculum Standards
Addressed
NCSS Standard(s): List the number and
title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Standard 7-6: The student will demonstrate an understanding of the significant political,
economic, geographic, scientific, technological, and cultural changes as well as advancements
that have taken place throughout the world from the fall of the Berlin Wall in 1989 to present day.
Indicator 7-6.3: Explain the ongoing conflicts in the Middle East, including the Persian Gulf War,
the terrorist attack on September 11, 2001, and the wars in Iraq and Afghanistan.
This lesson will address both the standard and the indicator by referencing the Gulf War, the
details of September 11, 2001, and the continued wars in Afghanistan and Iraq.

Lesson Plan Component

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Description
This lesson will pull from the students knowledge on Desert Storm, terrorist groups, the common
good, etc. It will integrate with Geography because the students will have to identify several
Middle Eastern countries on a map. It will also test their writing skills when answering the essential
question.

Instructional Objectives

What should students know or be able to

do by the end of the lesson?
Students will (VERB)

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Materials/Resources

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

Students will be able to create a timeline of the morning of September 11, 2001 using the
lecture notes with 100% accuracy.
Students will identify Middle Eastern countries using a map with 100% accuracy.
Students will be able to successfully record notes using the Cornell Method with less than 2
grammar errors.

25 copies of the PowerPoint lecture

25 copies of a world map
A PowerPoint lecture
Paper and pencil

Prerequisites (Prior
Knowledge)

Social: The students should be able to work quietly with a partner when reviewing answers to the
essential question and any other questions that come from their Cornell notes.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following

Cognitive: The students should be able to recall prior taught information revolving around the
topics in the standard.

Lesson Plan Component

developmental needs:
Social

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

Description
Emotional: The students should have the confidence in their knowledge to contribute to class
discussion and also to be able to share with a partner.

I will provide copies of the PowerPoint for the students to reference during the lecture to help
alleviate pressure from a timeframe. For students who need it, I will also provide lecture notes that
have fill in the blank or missing words to help the students who have trouble keeping at pace with
the class. In addition, I will allow for preferential seating, extra time, etc. for whatever the 504 plan
or IEP demands.
This lesson also reaches a variety of different learning styles. Auditory learners will benefit from
the lecture while visual learners will benefit from the provided lecture notes of the lesson.
Kinesthetic learners will benefit from moving into partners and also writing out the thoughts and
answers of the pair. Overall, this lesson has a facet for every style of learning.

References
Cite all references for materials/resources
used in preparing the lesson. Citations
should be in APA, 6th edition format.

Procedures

Motivation

Grouping

Instructional Strategies (steps in

the lesson)
to include questioning
techniques and
lesson closure
*Examples: Bell Ringer
activity, primary
source activities, debates,
video
analysis, closing activities
that recap

The motivation in the lesson is that by labeling the map correctly the students will be able to use it
later on to directly answer map questions on the test, therefore giving them incentive to ensure
they are spelled/placed correctly. For grouping purposes all collaboration will be done in pairs,
using their desk partners.

The students will arrive and begin by copying all of their homework assignments into their agenda.
After morning announcements we will begin the lecture covering September 11 th and the events
surrounding it. First, the students will be asked to identify countries in the Middle East on a
personal world map. The students will be asked questions periodically throughout the lesson.
These questions will consist of definitions, recalling concepts, and making connections in the
material. After the lecture is complete the students will be asked to answer the Essential Question
and then reference the answer with their desk partner.

Lesson Plan Component

Description

the lesson
*Be sure to explain how
you will teach
historical thinking and
literacy.

Assessment(s) of the
Objectives
What assessment(s) will you use to
determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

The student will answer the essential question on their own, check the answer with their
desk partner and then turn in the answer as an exit slip at the end of class.
The students will have a map check to ensure correctness and therefore will be able to use
it on a future test.
Participation will count as a daily grade.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?

Notes:
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