LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_______Chris Glatfelter_____Date:____2/10/2015___________________________
Unit Essential Question:

Lesson Topic:___Unit Review _Class:_______World History_________________

PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Equal Access: This lesson is designed to have each student review our class topics and
objectives in order to help reaffirm their knowledge and solidify their learning. This provides
equal access as all students will have the chance to revisit topics and learn alongside of their
peers with materials provided.

STANDARDS (www.cde.state.co)
Content:

Literacy and Numeracy:

The historical method of

inquiry to ask questions,
evaluate primary and
secondary sources, critically
analyze and interpret data,
and develop
interpretations defended by
evidence from a variety of
primary and
secondary sources.

Access and use primary and

secondary sources to explain
questions being researched.

Democracy and
21st Century Skills
Understand different
research approaches

OBJECTIVES
Content:
Students will recap their
learning and complete tasks
that help to expand their
understanding of the topics
discussed

Literacy and Numeracy:

Utilize and interpret a
number of written, spoken,
and video sources.

Democracy and
21st Century Skills:
Work with partners on a
variety of different tasks.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Each station will have its own
success criteria where
students will have to produce
some end product.

Literacy and Numeracy:

Clear mapping, writing, and
discussion of topics being
researched.

Democracy and
21st Century Skills:
Observation of good
work/study habits as
students move from station
to station.

Literacy and Numeracy

Democracy and
21st Century Skills

KEY VOCABULARY
Content

HIGHER ORDER QUESTIONS for this lesson

Content

Explain the benefits and

drawbacks of the creation of a
monoculture. What are the
unintentional problems that
arose from this exchange?

Literacy and Numeracy

Democracy and
21st Century Skills

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Question of the day, Introduction to the material.

Time

Building Background
Link to Experience: Recap the places we have been

Link to Learning:

Time

Activity Name Should be creative title for you and the students to associate
with activity.

Time

Instructional Input Includes: input, modeling and checking for understanding

Models of Teaching: Mastery learning

Checking for Understanding: As students progress through each station, they

will have their progress checked along the way.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special
Needs)

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
Literacy and Numeracy:

Democracy and 21st Century Skills:

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?

Time

Next Step

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?