SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

With Common Core, Co-Teaching, and Technology
Revised 7.1.13

UNIT TITLE
Nation-Building in the Contemporary World: The Middle East and
Russia/China
CANDIDATE NAME

LESSON TITLE

DAY

PERIOD

ROOM

Taylor Clark

1/31/2016

1-3

22

The Middle East: Israel and Palestine - A Case Study

SCHOOL

SUBJECT

GRADE

Potential High School

World History, Culture, and Geography:

The Modern World

10

EQUIPMENT AND RESOURCES

Computer, Internet, Prezi, Videos (2), Quick-Write Prompt, Project Directions Handout, and Exit Card, Vocab Cards
CO-TEACHING STRATEGIES/SUMMARY **VIEW THE ATTACHMENT FOR DEFINITIONS AND EXAMPLES (CHECK ALL THAT APPLY AND SUMMARIZE WHO WILL DO
WHAT)

Microsoft Word 97 2003 Document

ONE TEACH, ONE OBSERVE

ONE TEACH, ONE ASSIST

STATION TEACHING
PARALLEL TEACHING

INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE

DIRECT INSTRUCTION

SUPPLEMENTAL TEACHING
DIFFERENTIATED TEACHING

TEAM TEACHING
NOT APPLICABLE

EXAMPLES AND DEFINITIONS AT HTTP://OLC.SPSD.SK.CA/DE/PD/INSTR/DIRECT.HTML)

INDEPENDENT STUDY/PRACTICE

INTERACTIVE INSTRUCTION

EXPERIENTIAL LEARNING

ENGAGEMENT AND SIOP STRATEGIES UTILIZED (SIOP MODEL STRATEGIES INCORPORATED FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005)
MOTIVATION
ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL

SCAFFOLDING
MODELING IN MULTIPLE WAYS
USE OF WAIT TIME
COMPREHENSIBLE INPUT

GROUPING
WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL

APPLICATION/REPRESENTATION
HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT

ASSESSMENT/FEEDBACK
WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL

USE OF TECHNOLOGY BY TEACHER

USE OF TECHNOLOGY BY STUDENTS

The teacher will use 2 online videos and an online presenting

website, Prezi.

Students will have the opportunity to complete their project

using resources from online.

CA CONTENT STANDARD (CLICK STANDARDS AND SELECT YOUR CONTENT AREA)

History-Social Science 10.10.1: Understand the challenges in the regions, including their geopolitical, cultural, military, and economic
significance and the international relationships in which they are involved
COMMON CORE STANDARD (FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA AND LITERACY IN H/SS AND S

OR MATH)

Common Core RH.10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
BEHAVIORAL OBJECTIVE(S) (WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER S.W.B.A.T.
Content Objective: Students will be able to describe and analyze how nationalist beliefs have affected the Israeli-Palestinian conflict,
specifically the possible creation of an independent Palestinian state.
Language Objective: Students will be able to define and explain, orally and in writing, the concepts of Zionism, Arab Nationalism, and
Islamism as they affect the Israeli-Palestinian conflict.
Position Statement: Students will be understand how the nationalistic concepts of Zionism, Arab Nationalism, and Islamism have
helped or harmed the Palestinian goal of statehood and how each of those positions view that goal.
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW WILL YOU ACCESS PRIOR KNOWLEDGE AND ENGAGE STUDENTS?)
(10 Minutes) The students will enter the classroom and be expected to get out their history folders. Using a Prezi, they will be
instructed to get out their daily warm-up page and write the title "Israeli-Palestinian Conflict Video" at the top. I will then show them
a brief news clip from 2012 of the conflict going on in the West Bank and the Gaza Strip. The students will then be asked to do a
quick-write based on the following prompt: Discuss everything you know about the Israeli-Palestinian conflict?
Showing the students a current event piece of the conflict and then asking them to complete a quick-write will help them activate an
prior knowledge that they might have on the subject. The use of the video will help engage the students and make the content more
comprehensible.
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES

WHAT TEACHER(S) DO

WHAT STUDENTS ARE ACTIVELY DOING

7-8 Minutes Vocabulary Review

Before the lecture is presented to the students, the

teacher will ask them to get into pairs (partners that
have been defined by the teacher). Once they have
paired up, they will have 7-8 minutes to review their
Frayer Model Cards from the vocabulary lesson on
day 2 of the unit. The teacher will walk around
during this point to check for understanding. While
the students are quizzing each other, the teacher will
check to ensure correct responses from students.

The students will get into their pairs and take out
their Frayer Model Vocabulary cards from day 2 of
the unit. The students will shuffle one set of
vocabulary cards. One student starts by drawing a
card from the deck without looking at the term and
placing the card on their forehead for their partner
to see. The partner then reads off sentences,
examples, non-examples, and describes the picture
until the first student can correctly guess the term.
They take turns until the deck of cards has run out. If
there is extra time, then they play the game again.

20 Minutes Teacher Lecture

The teacher will go through the slides on the lecture,

paying close attention to videos and images. The
teacher will elaborate on the slides, checking
periodically for understanding. After watching the
backgroung video on the Israeli-Palestine Conflict,
the teacher will ask students to answer 2-3
questions. The teacher will expect each student to
write their answer on their individual white boards.
The teacher will then ensure that students are
answering questions correctly. If there is a lot of
confusion, more attention will be paid to background
information. After going through the 3 perspectives,
the teacher will once again check for understanding
asking students to write their answers on their white
boards.

Students will be expected to be taking cornell notes

during the entire lecture, including the videos. Their
cornell notes should include terms and main ideas on
the left hand column, with details or their thoughts
about that idea in the right hand column. Students
will also be expected to answer questions
periodically throughout the lecture on their personal
white boards.

Using Prezi and a variety of handouts, the teacher

will model for the class a Position Statement Poster.
The project asks students to write a position
statement from the viewpoint of an Israeli, ArabNationalist, or Political Islamist. The teacher will
provide guiding questions to the students to help
them write their position statement. The teacher will
then demonstrate to the students, both verbally and

Students will split into groups of 4 and will be

assigned a perspective on the Israeli-Palestinian
conflict. Students will then work together to write a
brief position statement about the conflict. The
statement must be 10 sentences long. The students
will then create a poster that represents their
position. The poster must include a title and an
image or words. Students will be expected to finish

20 Minutes - Group
Project

visually, the expectations for the creation of the

poster.

their poster at home to present it to the class the

following day. Students will also be expected to turn
in their polished drafts of their position statement at
the beginning of the next class.

LESSON CLOSURE (HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER LESSON CLOSURE IS NOT ASSIGNING
HOMEWORKIT IS TYING UP YOUR LESSON.

(2-3 Minutes) Students will be asked to pack up and complete an Exit Card. They will be required to write the perspective that they
are studying and at least 2 sentences about how that perspective relates to or has affected the Israeli-Palestinian Conflict and
Palestinian statehood. They will turn in their exit cards as they leave the class and the teacher will grade them to return the next
day.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL READINGS, SIOP, SPECIAL ED INFORMATION
YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
English Learners:
I will help ELLs by ensuring that every activity is properly modeled. They will receive not only written instructions, but also an in
depth description of how to complete the assignment. ELLs will also be placed in groups with native English speakers, this will allow
them to ask questions of their classmates and discuss content in a non-threatening environment. ELLs will also benefit from the use
of white board knowledge checks that I will administer during my lecture and from the use of visuals and videos because it will make
the content more accessible and comprehensible for them.
Struggling Readers:
I will place struggling students in a group with students that understand the activities and concepts so they may help one another.
The modeling that I plan on doing for the poster project and the white board questions that I plan on using during my lecture will
also benefit struggling readers. The use of videos and other visuals should make the content more accessible for struggling reader.
The use of Cornell notes will also be beneficial because it requires the students to reflect on concepts and ideas as they are learning
them and encourages them to be active learners.
ASSESSMENT STRATEGIES
TYPE

ENTRY-LEVEL

PROGRESS MONITORING

EXIT OR SUMMATIVE

DESCRIPTION

Quick-Write

White Board Questions

Exit Card

PURPOSE

USE TO INFORM RE-TEACHING

To assess background knowledge

of the Israeli-Palestinian Conflict.

I will use this pre-assessment as a

means of determining whether or
not I need to provide more
background information to
students. If students are unable
to answer the quick-write prompt
or do so very poorly, then reteaching must be considered

To determine if the content the

students are learning is
comprehensible to them and if
they are understanding the
background and main ideas
during the lecture.

To determine if students are

making the necessary
connections to the big ideas in
the unit, specifically how certain
perspectives affect the IsraeliPalestinian Conflict and the
likelihood of Palestinian
statehood.

If, during the lecture, students

are responding incorrectly on
their white boards, then I will
consider spending more time on
that specific term or idea.

If students seem to misinterpret

their perspective, or they cannot
answer the exit card, then I
would consider spending an extra
day tying specific topics to the big
ideas.

FOLLOW UP ON ASSIGNMENTS/LINK TO NEXT LESSON

The Position Statement Poster Assignment will be due at the beginning of the next class along with their written position statement
if there was adequate time to complete the majority of it in class. The poster will be presented to the class and a rubric will be used
to grade the poster. The next lesson will attempt to tie together the case study of Israel and Palestine and the likelihood of
democracy being established in the Middle East.
CONTINGENCY PLANS
I will shorten the lesson by allowing students to work on their project in class the next day, instead of
HOW TO SHORTEN LESSON
it being due at the beginning of next class. This will allow students enough time to finish it and still
allow for the Lecture and Exit Poll aspects of the lesson to be completed.
I will lengthen the lesson by having students present on their poster that same day. When the groups
HOW TO LENGTHEN LESSON
finish their posters, then students can begin presenting. In order to do this, I would need to have all
artistic or other supplies available to students.