Lesson Plan Form

CSUDH Teacher Education Department

Subject:
Grade Level:
World History
10th

Candidate:
Teaching Date: 03/05/15
Jorge Montes
Standard:
World History Standard 10.6.1: Analyze the aims and negotiating roles of world leaders, the
terms and influence of the Treaty of Versailles and Woodrow Wilsons Fourteen Points, and the
causes and effects of the United States rejection of the League of Nations on world politics.
English Language Development: Part I A. Collaborative: Exchanging information and ideas
with others through oral collaborative discussions.
A. Description of Content & Content Type (Fact, Procedure, Concept, Principle): The
central aspect of this lesson is to analyze, evaluate, and judge the Treaty of Versailles of
1919. My lesson is designed in a way to present students with the perspectives of the
Allies and the Germans. This will allow students to create their own informed opinions
of the consequences that Germany faced. In addition students will be asked to consider
the short term and long-term consequences in the process of gathering the information
and writing their paragraphs.
II. Learning Outcome: Through guided notes and a gallery walk students will be able to
judge the success of the Treaty of Versailles by writing a detailed paragraph response, with
evidence, according to the following prompt: Support or refute the claim that the Allied
Powers were too harsh in their punishment of Germany with the Treaty of Versailles?
III. Curriculum Connection (How lesson fits into larger unit sequence):
This assignment will be the culminating unit on World War I. The lesson preceding this one
focused on the outcomes of World War I including: who won the war, what were the human
and material costs of war on Europe, and what the feelings of various Europeans after the war.
The following lesson will be the introduction to a unit on the rise of Communist and Fascist
regimes in Europe.
IV. Instruction
B. Engagement (Motivational Activity):
Students will be asked to reflect on two very real life moments. The first will ask students to
think of a time where they lost at a sport or a game. The second will ask students to think back
to a time when they got into trouble at school (or at home). Students will briefly describe these
experiences on their own sheet of paper. I will then lead a discussion by asking volunteers (or
cold call if necessary) to share their responses and experiences based on the following
questions:

Where you punished just for losing a game? Should you be punished simply for losing?
From what you remember about your punishment, was it too harsh, not harsh enough,
or just right?
Did you learn your lesson after you were punished? How do you think you would have
reacted had your punishment been extremely harsh and unfair?

The object in this engagement is to get student to think about consequences and punishments.
Students should understand the need to have effective consequences for the perpetrator.
C. Instructional Sequence (Teaching Methodology):
Step #1: Do Now (10 minutes)
a. Teacher will pose three questions on the board. These questions are meant to activate

students prior knowledge; they will also serve as transitions into the days lesson.
b. Briefly describe the condition that Europe is left in after WWI (use evidence from
the previous days guided notes).
c. What was the goal of the Paris Peace Conference?
d. Predict: What consequences will Germany face for their role in WWI?
e. Students will answer these questions on the first section of their guided notes.
f. One student will lead a class discussion/review of the Do Now
Step #2: Lecture and Guided Notes (25 minutes)
a. Teacher will present PowerPoint notes. The notes will contain information about
each of the Big Threes goals during the Paris Peace Conference (Wilson, George,
Clemenceau). PowerPoint is meant to introduce students to the motivations behind
each nations preferred consequences for Germany.
b. Students will follow along by completing questions on guided notes; this includes
the following: fill in the blanks, reflection/analysis questions, and completing graphic
organizer.
Step #3: Treaty of Versailles Stations/Gallery Walk (45 minutes)
a. Teacher will have 9 stations set up around the classroom. Each station will be
numbered and will contain information about one of the main provisions of the Treaty
of Versailles. There will be 8 stations that pertain to a certain provision of the Treaty of
Versailles. The 9th station will have a German-created political cartoon, as well as
quotes all coming from German newspapers. This station will introduce students to the
general reaction to the Treaty of Versailles from the German perspective.
b. Students will be paired into nine groups of no more that four students. Students will
rotate through each station, spending five minutes at each station. Students will
complete a guided worksheet in which they record the main idea/point of each
provision of the treaty and answer reflection questions for each station. For the 9th
station (German reaction) students will answer questions that ask them to reflect on the
German perspective.
Step #4: Formative Check for Understanding: Short Quiz (10 minutes)
a. Teacher will assign a five-question quiz. This is an assessment for learning; the quiz
will inform teacher of specific student struggles.
b. Students will have five minutes to answer questions based on the lesson. After five
minutes, teacher will lead a review of the quiz.
c. Teacher will pay special attention to students who answered questions incorrectly.
Teacher will provide one-on-one assistance to clarify any confusion for those students
who did not answer all questions correctly while the rest of class proceeds to the next
portion of the lesson.
Step #5: Argumentative Paragraph & My Own Treaty of Versailles (30 minutes)
a. Teacher will provide students with the following prompt: Support of critique the
following claim: The Allied Powers were too harsh in their punishment of Germany
with the Treaty of Versailles.
b. Students will write an argumentative paragraph in which they support or refute the
prompt. Students must provide evidence from their guided notes, gallery walk, or any
other evidence from the unit.
c. Teacher will provide students with a rubric to guide students writing. Rubric will be
projected on the board for the remainder of the class period.
d. After completing the argumentative paragraph students will create their own
provisions for the Treaty of Versailles (in other words, they are creating their own
consequences for Germany). Teacher will provide students with a worksheet listing all
parts of the treaty previously discussed. Students will have space to modify each
provision. Each student will modify the treaty according to his or her judgment of the

treaty.
D. Application Task: Students will have two summative assessments. The first will be an
argumentative paragraph in which they will have to argue whether they believe the
Treaty of Versailles was too harsh or too lenient. This paragraph must be supported by
evidence gathered throughout the lesson. The second assessment will be a studentmade Treaty of Versailles. Each student will use his or her own judgment of the treaty
to create his or her own consequences for Germany. This assignment should align with
the argumentative paragraph.
E. Materials & Resources: Students will have a stapled lesson packet which includes the
following: guided notes, Treaty of Versailles guided worksheet (for the station/gallery
walk), argumentative paragraph prompt and space for paragraph, and My Own Treaty
of Versailles worksheet. In addition the following are also needed for this lesson:
PowerPoint presentation, images and slides for each station, short quiz formative
assessment (half a sheet), and T-Chart graphic organizer as a scaffold/support.
V. Assessment Strategies: The teacher will use formative assessments throughout the entire
lesson. The Do Now will serve as a formative assessment to make sure that all students are up
to date with the context of Europe before beginning the days lesson. During the PowerPoint
lecture teacher will cold call students to answer comprehension and reflection questions from
guided notes. During the gallery walk the teacher will cold call random groups to explain the
information at the station they are currently visiting. The short quiz will also serve as a
formative assessment. This quiz will not be graded and only serves to inform the teacher of
what students need further assistance with the new content. Students will demonstrate that they
have mastered the learning objective through the completion of their argumentative paragraph
(meeting all requirements) and their own Treaty of Versailles. The learning objective asks
students to judge the treaty of Versailles. Throughout the lesson students are presented with the
provisions of the treaty as well as the perspectives from both sides. Through an analysis of this
new information students will evaluate and form their own opinion (supported by evidence)
about the Treaty of Versailles. The argumentative paragraph and their own treaty will serve as
the summative assessments for this lesson.
VI. Accommodations for Individual Learners: The teacher will consistently scan the room,
paying specific attention to EL students and those with an IEP. Teacher will make sure to check
in with these students for understanding. In addition, the teacher will write down key academic
vocabulary and definitions on the board. This is vocabulary that students will encounter during
the guided notes or gallery walk. The academic vocabulary will remain on the side of the board
for the entire period for students to refer to if needed. During the station walk the teacher will
assign at least one high performing student per group; this will assist those students who are
EL or have an IEP. Finally, I will provide students with a T Chart graphic organizer to help
students sort their thoughts. The chart will help students before they begin writing their
argumentative paragraphs. With the graphic organizers students will be able to sort all
provisions of the treaty that they think are too harsh on one side, all provisions they think are
too lenient on the other, and all provisions that they think are just right on the bottom. The use
of this graphic organizer is optional; I anticipate my EL and IEP students will be more inclined
to use this before they begin their writing.
VII. Homework (if appropriate): If students are not able to finish creating their own Treaty
of Versailles they will be allowed to complete this assessment for homework.

Lesson Plan Rubric- Please attach to lesson plan

Name:_______________Jorge Montes_______________
Class:______TED Teaching Secondary Methods_________________
_____/
5

Resource

Resource brought to class week________.

Standard

Content Standards
English Language Arts Standard and
English Language Development Standard

I. Description
of Content and
Content Type

Describe lesson content using PACT rubric planning 1

_____/
5

_____/
10

II. Objective
_____/
10

_____/
5

(Learning
Outcome)

III. Curriculum
Connection

Objective (should match application activity) is clearly stat

in one sentence and includes:

Audience
Behavior
Condition
Performance
Unit Topic
Previous Lesson
Next lesson

IV. Instruction

_____/
5

_____/
20

A.
Engagement
(motivational
activity)

B.
Instructional
Sequence
(teaching
methodology
and student
activities)

Motivational activities are clear and

Activate prior knowledge or experiential backgrounds

interests.
May provide information to the instructor as to what t
learners already know about the content or skills to b
covered.
Do not begin instruction in engagement
Teaching methodology with student activities are well
organized, adequately detailed, and the strategies used are
appropriate to the subject matter and standard.
The lesson has a clear focus
Differentiation of instruction provides access for all
students.
Clear strategies for developing academic language.
Minimum of 5 steps with a) specific instruction and b)

Constructivist
_____/
15

_____/
5

_____/
5

_____/
5

_____/
10

C. Application
Activity
(Practice and/
or Reflection)
D. Materials
and Resources

active participation/checks for understanding for all

students.
Must include a summary or closure activity where
students summarize newly learned concept and
procedures.
Learners have an opportunity to intellectually engage with
content. There is a difference between participation in lear
tasks, i.e., following instructions to complete the activity, v
intellectual engagement with the learning task, i.e., thinkin
about the content throughout the activity so that new learn
occurs. Plans draw on students prior learning as well as
experiential backgrounds or interests to help students reac
the learning segments standards/objectives.

Effectively provides practice or reflection on the subje

matter and fits with the strategies used.
Knowledge and skills developed in the instructional
sequence are applied in a different context.
How will students apply what they have learned?
Material list is complete and appropriate for the lesson.

V. Assessment
Strategies
(Methods for
Obtaining
Evidence of
Learning)

Assessment strategies should relate directly to the lesson

objective and are appropriate to the subject and teaching
strategies. Include:

VI.
Accommodatio
ns (Strategies
used to
differentiate
instruction
during your
lesson)

Do not include anything that was not written in the

engagement, instruction or application part of instruction.
Explain:

Task Analysis and Diagnosis for the lesson

Formative assessment for the lesson
Summative assessment for the lesson

Language demands including genre

Vocabulary that might be demanding
Strategies for developing academic language
Scaffolds to provide access to content for all students
Extension activity

Accommodations for students with IEP if applicable

VII. Homework
(if applicable)

100 Total

5-Excellent, full accomplishment 4-Good, substantial accomplishment 3Acceptable

2-Fair, partial accomplishment 1-Attempted, little accomplishment 0-No attem