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CEP Lesson Plan Form

Teacher: Mr. Wollert


11/2/16
School:
Grade

Date:

Montrose High School


Grade Level: 10th-12th
Content Area: American History

Title: Creating forms on Google drive to store 5 themes of geography


Lesson #:_6 of __

Content Standard(s) addressed by this lesson:


directly from the standard)

(Write Content Standards

Content Area: Social Studies


Grade Level Expectations: High School
Standard: History 1E.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)

Students will keep considering what caused the Spanish American war and United States
Involvement.

Questions to ask are, how will U.S. involvement lead to imperialism? How are the
Monroe Doctrine and Roosevelt Corollary related?

Concepts and skills students master: (Understandings, Big Ideas, Unit


objectives)

1. Use prior knowledge to make an estimate of what will happen in the future. What will the
long-term impacts then be?

2. Explain what the war was, and how the United States began to go against the Monroe
Doctrine and imperialize.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)


Every student will be able to:
I can: Provide students with the necessary information that they need to be

able to correctly imperialism, Monroe Doctrine, and Roosevelt Corollary.


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CEP Lesson Plan Form

This means: That I as a teacher must make my learning target clear, and

also make sure that I hit all of the main points that I intend to, so that
students understand and can take part in the in class activities.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
I will assess the students on what they learn by creating a Kahoot activity, in which
students will then be summative assessed.

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CEP Lesson Plan Form

Planned Lesson Activities


Activity Name

Imperialism and the Spanish-American War

Approx. Time

1 hour and 40 minutes

Anticipatory
Set

For my hook, I plan on asking students to group together and talk to one another about what they know about
imperialism and what it is. Once students feel as though they have a decent idea, I will then have them explain
what they came up with in their own words. After this, students will then write their definition on the board, and
the class will vote on which they think is the best explanation. This will introduce the days topic and lesson.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

Class Layout
1 Hour 40 Minutes
Class 1, 3, 4
LT: Students will be able to define imperialism, as well as know how the Spanish-American War related to the
Monroe Doctrine & Roosevelt Corollary.

I will begin class by introducing imperialism, and also have the students do the hook activity, in which
they will come together to find a definition of imperialism, and write on the board to vote for the best.
The next step in this lesson will be to lecture on the actual idea of imperialism, and how the world was
created by this idea. Also, I will explain what the Monroe Doctrine was, and how it didnt allow
countries to go into the Western or Eastern Hemisphere to take over land. By explaining each of these
and write on the board, I will be able to then relate them to Roosevelt Corollary, which came into place
forty years after the Monroe Doctrine.
Once students have been able to write in their notes the correlation between imperialism, Monroe
Doctrine, and Roosevelt Corollary, I will then be able to move on to the topic of the Spanish American
War.
For this portion of class, I will continue to lecture, but I will also use a power point presentation for the
students to follow along with. I will also post this PP on Google Classroom so that students can follow

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CEP Lesson Plan Form

along on their Ipads. This will help students better see the presentation and also allow them to access the
presentation whenever they need.
After the lecture, we will move towards closing out the unit. For this, I created a Kahoot game, in which
questions are asked about all subjects in the union. This is a good way for students to not only be excited
and engaged in the unit review but it also gives the students a good idea of what will be on the test.
During the entirety of this lesson, I will do a lot of lecturing. Because I am lecturing, it will be important
for me to periodically stop to ask the students questions. Also, it will be important for me to make sure
that I am not going too fast for the students to write down and take good notes. In doing this, I know that
students will be on task, as well as answer questions they have as we go along.

Teaching
Strategy:
Guided Practice
&
Differentiation

Teaching
Strategy:
(Independent
Practice)

For independent practice, students will have been relied on to take good notes for themselves. These
notes will be used in the future to study for the final unit test. Also, Students will take part in a Kahoot
activity, in which they will play a game, and be able to see what type of topics are on this exam, and
where they stand at this point in the unit.

Closure

To close and finish out the class/unit, I will first answer any questions about the days lesson. One I have
clarified any questions from the day, I will then announce when the test will be. In announcing the unit
test, I will then write on the board all of the topics that we covered during the unit. In letting the students
know what certain topics will be on the test, students will then get a much better idea of what they need
to focus on while studying.

Materials

Materials I will need for this lesson are as follows:


1. Laptop
2. Apple TV
3. Ipads
4. Whiteboard
5. Notecards
6. PowerPoint

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Accommodatio
ns
&
Modifications

Assessment

If the activity is too difficult for a student, I will continually check up on their progress, and if issues arise, I
will help that student while others are doing work asked of them.
-If the activity is too easy for a student, I can also ask them to help me with the students who are struggling. By
doing this, not only is every student being helped, but we are saving time as well.
-Often during my American History R1 class, I must provide a specific student with an online version of the
daily activities, since they are unable to write by hand, but is still able to type the information being learned.

For final assessment on the day, I will once again ask for closing questions, as well as look at scores
from the Kahoot review game. In looking at the scores from the game, I will already know which areas
the students struggled in, which I will then look to correct.

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CEP Lesson Plan Form

Post Lesson Reflection


1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Through the entirety of the lesson, it seemed as though most of my lesson objectives were
achieved. I was interested to see how the students would do taking notes because for the
most part, they had been doing note worksheets, which made notes much easier.
However, I did notice that there were a few students that struggled with taking notes on
their own. To accommodate for this, I made sure to let these students know that the
PowerPoint is online so that they can always reference back to it. Also, any students who
were not comfortable writing all the information were allowed to type their notes on their
Ipads. In doing this, it seemed to make the students much more engaged and more likely
to take good notes.

2. What changes, omissions, or additions to the lesson would


you make if you were to teach again?
Changes to this lesson would be to try a different hook activity. For the most part, I
noticed that many students while in groups were a little off task. Also, when they were
asked to explain Imperialism in their own words, I noticed that a few students were doing
all the work while others were just standing by hanging out. This was frustrating for me
to see because I really wanted the students to collaborate and bounce idea off of each
other. This will definitely be a change that I make in the future when I
teach this lesson again.

3. What do you envision for the next lesson? (Continued practice,


reteach content, etc.)
For the next lesson, students will be moving toward World War I. Students will take what
they learned from the Industrial Revolution Unit, and be able to see what led up to the
war. Also, students will be able to see why the United States was able to be so successful
in the near future by creating so many jobs and industry. I am very excited for what the
next lesson/unit will hold!

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CEP Lesson Plan Form


Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

Colorado State University College of Health and Human Sciences

Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form


examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form


demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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