Daily Lesson Plan for Jett Walls Date: _____________
Basic Information
Grade Level: 10
Central Focus of the Unit
Describe the ENDURING UNDERSTANDING of
the Unit
The Unit Essential or Compelling
Question:
Copy and paste this here.
Today’s Supporting Question:
Create a thought-provoking question to drive
today’s lesson.
Interdisciplinary Connections:
Describe how this lesson is connected to other
disciplines (math, science, ela). Be specific.
Unit Knowledge, Understandings and
Skills Objectives being addressed in
THIS lesson.
Since objectives cross a series of related
lessons, which objectives are being addressed in
this lesson? This/these will come directly from
your Unit Plan. It may be only one or two.
Ohio (ODE) and/or District Standards
in Social Studies:
Include the code and copy the text for Today’s
lesson
Lesson # 1
Subject: Humanities Length of class: 90 minutes
The Big Ideas
How to think like a historian and understanding why History and Historical thinking are
important
Why is History Important?
How do Historians investigate the past? (How can we use these tools in the present and
in the future?)
Taught in a humanities class with lots of Language Arts elements, including new vocab
words and figurative language.
Students will learn why History and Historical thinking are important
Students will learn what tools Historians use to investigate and analyze the past and
documents.
Specific Standards and Learning Objectives
Content Statement 1. The use of primary and secondary sources of information includes
an examination of the credibility of each source.
EXPECTATIONS FOR LEARNING Analyze and evaluate the credibility of primary and
secondary sources.
Content Statement 16. Analyzing individual and group perspectives is essential to
understanding historic and contemporary issues. Opportunities for civic engagement
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Daily Lesson Plan for Jett Walls Date: _____________
NCSS Standards:
Identify the C3 Standards being addressed in this
lesson. Include the code and copy the text
Basic components of SS instruction:
How does this lesson address (at least ONE for
each lesson - ALL must be addressed in the unit)
1. SS facts and concepts;
2. Inquiry, interpretation or analysis skills;
3. Building and supporting arguments or
conclusions.
Student Friendly Learning Targets “I
Can” statements for Today’s Lesson:
Create the learning targets for today’s lesson in
the form of “I Can” statements. These are from
the student’s point of view. They are the outcome
of the objective.
Tools for Assessment in this lesson:
Discuss the methods you will use for monitoring
understanding and determining the attainment of
the Student Learning Objectives. (Label as Pre-,
Lesson # 1
exist for students to connect real-world issues and events to classroom learning (Grade
7)
TOPIC: HISTORICAL THINKING AND SKILLS Content Statement 1. Primary and
secondary sources are used to examine events from multiple perspectives and to
present and defend a position (Grade 8)
D2.Civ.11.K-2. Explain how people can work together to make decisions in the classroom.
D2.His.1.6-8. Analyze connections among events and developments in broader historical
contexts.
D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. Analyze change and continuity in historical eras.
Facts and Concepts- The concept of Historical Thinking is directly addressed. The
activities we choose would be fact centered.
Inquiry - The assessment is them discussing headlines that are either biased or not fact
based for “click-bait”.
Building and supporting arguments - Using evidence from articles and lateral reading to
determine credible sources in class discussion.
1. Explain the importance of history and historical thinking.
2. Explain how historians investigate the past.
Assessments and Evaluation
Pre-Assessment - Ask the kids how they think Historians view the past. Not for a grade
just to check for understanding
Headlines activity - After class discussion and powerpoint lecture we will have them try
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Daily Lesson Plan for Jett Walls Date: _____________
Formative, or Summative)
Formative Assessment Analysis:
Discuss HOW you intend to provide feedback to
students on this assessment and HOW the
students will be able to respond to this feedback
*Only complete if this is the assessment you will
be analyzing - see edTPA Task 3 - 1st 2 bullet
points (handbook in lesson planning folder)
Evaluation:
Articulate the criteria you will use to determine
how well the students are understanding or
attaining the Student Learning Objectives - for
example: rubric criteria, grading scheme, look
fors, or trend analysis
*Video-Taped lesson - see edTPA Task 2
IF this is the lesson you have chosen to tape then
address the following:
1. How will you demonstrate you are creating a
positive learning environment?
2. How will you actively engage the students in
the lesson?
3. What will you do to deepen the students’
learning?
Anticipatory Set:
Describe the opener/hook for today’s lesson
Sequence of Activities:
List (in order) the key learning experiences/tasks
that will help students to attain the SLOs.
Approximate the amount of time for each
experience/task.
Lesson # 1
this on their own. Formative assessment.
One Paragraph due next class
Students will write one 3-4 sentence paragraph that has 2 claims about why Historical
thinking is important. At the end of the lesson today they would have seen numerous
examples of why it’s important through lecture and power point. After having a class
discussion - with guided questions - we will do the headlines activity. Once we talk about
the headlines Activity we will assign the paragraph. The idea is we will use this
paragraph as an intro paragraph to a paper about historical thinking.
3 point scale - A good attention grabbing hook (Language Arts element) and 2 good
claims earns a 3. 2 good claims and no hook / A hook and 1 good claim earns a 2. A
hook and no claims / One claim and hookless earns a 1. Nothing earns a 0.
Lesson Outline - Implementation Plan
N/A
Time: 9:30-9:40
SEL Bellringer (Padlet, 1. What’s your jam recently 2. What emotions does it bring out of you 3. What
literary devices do they use, class discussion)
Times:
9:40 Pre-Assessment and discussion of today’s events
9:55 Class lecture / Discussion
10:25 5 minute break
10:30 Administer Headlines Activity and groups
10:55 Quick class discussion and turn in headlines Doc
11:00 Assign Paragraph
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Daily Lesson Plan for Jett Walls Date: _____________
Collaborative Learning:
How are you facilitating a collaborative learning
environment to explore civic life? This should
occur in AT LEAST one of your lessons within
your unit.
Questions for Deeper Learning:
What specific questions can be asked to probe
for deeper learning?
Closure:
Describe the closing of today’s lesson (relating it
back to the essential question for today).
Engaging ALL Learners:
Describe your strategy for providing
differentiation and individualized learning for
today’s lesson. (Cultural and Developmental
responsiveness)
What will challenge the success of this lesson?
How can you circumvent problems?
How will you navigate difficulties?
At the end of each day you teach, reflect on the
lesson. How did it go? What are the could of,
would of, should of’s of today’s lesson? Make
Lesson # 1
11:05 Sign off
Group work is collaborative learning and learning to work well with others to solve
problems and discuss important issues.
“Why is it important to know the source, What is a Primary source, What is a Secondary
source, What is Bias, Who owns the media outlets, etc…”
Time 11:00 - 11:05
Assign paragraph which directly relates to beginning questions.
Meeting the Needs of ALL Learners
If a student is struggling I could spend some time with him individually. I have
incorporated some earlier standards because some of the kids in my field placement are
struggling to meet the standards for grade 10 so we have to build up to that. We have 2
intervention specialists in our class that can work with students individually as well.
Proactive Planning - What Ifs
Not enough student engagement (especially if virtual) - If a class is particularly quiet
then this could be difficult as you wouldn’t know if they are truly understanding the
content. By turning in the headlines activity we will see what each student thinks and
can reflect upon that assessment.
Students may be ignorant to sourcing altogether - as 10th graders they should know
how to source already but I don’t think my kids know so I am sure we will have to go
over sourcing and lateral reading.
Post Lesson Reflection
N/A as I haven’t started this lesson yet :)
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Daily Lesson Plan for Jett Walls Date: _____________ Lesson # 1

sure you state the date, lesson number, and topic

within the reflection. Your reflection should be
honest and critical.

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