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Name: Ishmael Pluton

Date: March 2, 2016

EDSE 457
Vocabulary Lesson Plan Template
Use this form to complete Lesson Plan #1.
**Be detailed and specific about each topic.**
Your Content Area:
Describe the subject/ topic
of the unit
Explain why students
might struggle with this
unit
List the terms you chose
to focus on
Explain why you chose
these terms (how will
knowing them help your
students to be more
successful in their unit
work?)

Explain what background


knowledge you chose to
provide and why knowing
it will help your students
to be more successful in
their unit work.

History Social Science


10th Grade Modern World History/Interwar Period
There are several content and academic vocabulary words that
are critical to understanding this period of time.
Disillusionment, Fascism, Communism, Capitalism,
Bureaucracy, Marxism, (hyper)-inflation, Great Depression,
economic depression, reparations, and totalitarianism.
These terms are key to understanding not only why totalitarian
powers became popular in Europe, but also help students
examine the ongoing course theme of what being modern or
what modernity means. By exploring the different types of
popular economic philosophies, students will gain and
understanding of the rationale of people who supported
totalitarian leaders such as Hitler and Stalin.
By beginning the lesson with an anticipatory set of an image of
deutschmarks being burned for warmth in Germany at the
height of its inflation, students will be able to visualize and
conceptualize the complex economic idea of inflation. This will
segue into the first example of how to complete the Frayer
vocabulary tool.

Name: Ishmael Pluton


Date: March 2, 2016

Day #1 Activities
Describe the Day #1
learning goals

List the content area


standards addressed on
Day #1
List the Common Core
Literacy standards
addressed on Day #1
Describe the lesson plan
for the day; be detailed
and include all teaching
steps and activities.
How will these activities
help students overcome
their struggles with this
unit

Students will be able to explain inflation and the extreme


hyperinflation that occurred in Germany following World War I
Students will also be able to demonstrate their understanding
of relevant vocabulary words by creating butcher paper
presentations for a classroom gallery walk the following day.
10.6 Students analyze the effects of the First World War
10.7 Students analyze the rise of totalitarian government after
World War I
RH 4. Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
SEE ATTACHED
By breaking down the necessary vocabulary for this unit,
complex topics will not be slowed down by explanations. In
addition, students will have packets of vocabulary words that
are used in this unit to reference as we progress through the
unit.

Day #1 teaching context: Be specific about how your lesson plan meets the
developmental needs of the class:

Name: Ishmael Pluton


Date: March 2, 2016
The class is interested in
your content area and
they learn well when they
can apply their knowledge
in a concrete manner.
They can be talkative and
unfocused, but they are
respectful and respond
well to redirection.

Students will be working in groups to create butcher paper


posters of their groups given vocabulary word. This allows
them to work together to create a concrete representation of
their knowledge, and also allows for creativity.
As the students are working on their posters, I will be walking
around preforming informal formative assessments. In
addition, I will be making sure students remain on the task at
hand.

Day #1 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
I will be doing a guided practice with the class as a whole so
students can see how to go through the process of creating
their posters (using think-aloud method here). Students will be
working in groups to create vocabulary posters. This allows ELL
students to practice academic vocabulary as well as speaking
skills.
4 IEP students (2 ADHD; 2
I will be doing a guided practice with the class as a whole so
high-functioning ASD)
students can see how to go through the process of creating
their posters (using think-aloud method here). Students will be
working in groups to create the vocabulary posters. This not
only encourages socialization, but also allows students with
processing disabilities a chance to work with other students to
present their ideas. This lowers their affective filter since they
are sharing with a small group rather than the whole class.
10 below-grade level
These students will also be benefitting from the group work

Name: Ishmael Pluton


Date: March 2, 2016
readers (2-4 years below
grade level)

and the vocabulary organizer itself. The organizer breaks down


each vocabulary word into several pieces allowing the students
to draw connections to other words they may be familiar with.

Day #2 Activities
Describe the Day #1
learning goals
List the content area
standards addressed on
Day #1
List the Common Core
Literacy standards
addressed on Day #1
Describe the lesson plan
for the day; be detailed
and include all teaching
steps and activities.
How will these activities
help students overcome
their struggles with this
unit

Students will be able to define and use in a sentence 10


academic/content vocabulary words that are necessary in the
understanding of this unit.
10.6 Students analyze the effects of the First World War
10.7 Students analyze the rise of totalitarian government after
World War I
RH 4. Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
SEE ATTACHED
The gallery walk activity allows students to continue to work
together and takes the load of researching all 10 of the
vocabulary words on their own. Following this activity, students
will have a packet with the key vocabulary word to be used in
this unit that they may reference at any time during the unit.

Day #2 teaching context: Be specific about how your lesson plan meets the
developmental needs of the class:

Name: Ishmael Pluton


Date: March 2, 2016
The class is interested in
your content area and
they learn well when they
can apply their knowledge
in a concrete manner.
They can be talkative and
unfocused, but they are
respectful and respond
well to redirection.

The packet the students will be filling out is the concrete piece
of the lesson that can later be used as a reference during the
process of the unit. Students are also required to create their
own use of each word in a sentence which allows students to
demonstrate their understanding of each vocabulary word.
Requiring students to show me their completed packets for a
stamp as an exit slip will keep students motivated to stay on
task. In addition, I will be circulating the room with the
students in order to confirm that students are on task.

Day #2 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
Day 2 of the lesson reinforces what was done the previous day
with another guided example using what the students did for
homework. Working in groups again students have another
chance for practicing verbal fluency. In addition to that,
students will be able to practice putting each newly learned
vocabulary word into their own sentence. The visual
representations on each poster are also super helpful for the
ELL students. This allows them to compare the definition with a
visual.
4 IEP students (2 ADHD; 2
Day 2 of the lesson reinforces what was done the previous day
high-functioning ASD)
with another guided example using what the students did for
homework. Working in groups again students have another
chance for practicing social interactions. In addition to that,
students will be able to practice putting each newly learned

Name: Ishmael Pluton


Date: March 2, 2016
10 below-grade level
readers (2-4 years below
grade level)

vocabulary word into their own sentence.


Day 2 of the lesson reinforces what was done the previous day
with another guided example using what the students did for
homework. Students will be able to practice putting each
newly learned vocabulary word into their own sentence.

Rationale:
In this unit, students are exploring a time period where tensions from one World War bleed into
the next. In the Interwar period many decisions made at the close of the first war result in the
second. Student will struggle with this lesson because there are many complex economic ideas to
understand. These tend to slow down students in their understanding of the history. In order to
frontload the students to handle this challenging unit, this vocabulary lesson includes the key terms
to understanding the interwar period and helps students complete the California Content standards
associated with the interwar period. The words I have chosen fall under both tier 2 and 3 words as
described in the Echevarria text. The words an there tiers are as follows:
Fascism
Communism
Capitalism
Marxism
(hyper)-inflation
Great Depression
economic depression
reparations
totalitarianism
disillusionment

Tier
3
Tier 2

Name: Ishmael Pluton


Date: March 2, 2016

bureaucracy

I chose to include the image and the video so that students could see one of the most
complex vocabulary words of the unit in multiple formats. Inflation (or hyperinflation) is
a difficult economic concept to grasp. Therefore, I start the lesson with that word and
not only do I give them both an image and a video for background information, I also
work with the units through a guided practice of defining the word using the Frayer
model.
I addressed the varying levels of my class (typical students, ELLs, student with
learning disabilities, and students at a low reading level) through both using guided
practice think-alouds and group work. I also believe that by jig-sawing the information
and disseminating it through a gallery walk I avoid giving students anxiety about
having to present their vocabulary words which could be another method of
approaching this. I chose the gallery walk method specifically because it lowers the
students affective filters and encourages them to put in effort and share their ideas
with their small groups. The posters are required to have visual representations which
help all students that have developmental needs by providing not only textual input of
information, but also a visual representation which helps reinforce understanding. In
my personal philosophy of education I do not plan to assign much homework outside of
class, however for this assignment, I was able to give students a chance to do
individual vocabulary work as well as group work by assigning a section out of the text
book and the word reparations. This gave me another chance to model thinking
about challenging vocabulary words through a guided practice with the class.

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