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Lesson Plan Design

Subject:

Social Studies

Grade:

Lesson Topic:

Colonies and Revolution

Review
Candidates Name:

Zachary LeBrun

Site Supervisor: Steve Van Voorhis

ID #

022941693

NU Supervisor: Rich De Rosa

Date: ___10-13-2015__________________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
HSSCS 8.1 and all sub-standards.

Rationale:

This lesson will be a review of the entire Colonies and

This review game will help students to

Revolution unit. Students will be playing a review game via

bridge all necessary prior knowledge and

Kahoot.it and filling out a study guide in preparation for a

consolidate it into one study guide. As the

test.

first test of the year, students are more

heavily scaffolded to ensure they are
familiar with the test taking process for this
particular class.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
By the end of the lesson, students will be able to provide an
accurate response for all study guide prompts. Additionally,
students will be prepared to take an online test with a score of
70% or higher.

Rationale:
The review game and study guide
preparation will prepare students by
allowing them to construct responses
similiar to those on the test in a fun and
collaborative manner.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,

content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Students will be prompted to write a response in their warm
up journal. They will respond to a political cartoon in which
King George the III is being ejected from a horse named
America.

Rationale:
This cartoon will simply help students
begin to bridge prior knowledge about the
Declaration of Independence, which is the
end point for the unit. It is also a bridge
from the previous lesson. The rest of the
lesson will be bridging. This warm up
simply gets them thinking critically from
the beginning.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
This lesson will include several ways in which students are
accommodated. This group of students does not have any
students with identified special needs or any ELL students.
The game will be presented on the overhead projector with
multiple choice answers to choose from. Students will be
able to see and hear the question and responses. Students will
submit their response via a mobile phone or tablet. I have
already ensured that all students will have the necessary
device or will be able to work with a partner beforehand.
Additionally, all students will have a scaffolder study guide
where they can add information as they go through the game.

Rationale:
Although all material has already been
covered through previous lesson and
assignments, it is important to provide
differentiated opportunities to participate
and learn during the review. This game and
study guide will help students with different
learning styles and preferences take more
away from the lesson than if it was
presented in a static format.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
At least 1 in every 4 students needs a phone or tablet (already Rationale:
verified). I will be using the computer and overhead projector
Using technology such as phones and
and kahoot.it for the game. Students will need a writing
kahoot.it is both engaging to students and
utensil and will be provided with a study guide.
an efficient use of technology to encourage
participation.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Explicit teacher instruction will be limited in this lesson. I
will provide necessary details required on the students study
guide prior to moving on in the lesson. I will vocalize all
questions and explain all quiz answers. I will ensure I
vocalize and present a visual for all necessary information.

Rationale:
The majority of the lesson will be student
led, they will conribute necessary review
information and I will moderate and
supplement information with the kids.

Check for Understanding:

Kahoot.it test results and student responses

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
The learning activities will be the guided practice lesson and
the kahoot.it game. Students will be able to work with a
partner or individually, thought they will be encouraged to
work as a group.
Check for Understanding:
Same as above, kahoot.it results and student questioning.

Rationale:
Stometimes students may not feel confdent
in providing an answer, even when correct.
Kahoot.it allows students to answer
anonymously. This will give me objective
information about the understanding for the
entire class/groups.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Students will independently fill out their study guides. They
will be given ample support to ensure it is correct.
Additionally, students will be able to choose to play the game
as an individual player.

Check for Understanding:

Rationale:
Students will be accountible to themselves
if they fail to fill out their study guide. As
this is the first exam of its kind, students
are being walked through the required
preperation process. They will be expected
to do the same steps on their own in the
future for the upcoming tests and exams.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
I will evaluate the review game session and critically
determine if all the material that will be present on the test is
understood by the students. I may decide to re-teach or
review further based on the results of the review game.

Rationale:
Providing a review game where students are
anonymous in their responses will allow me
to get a larger sample of data and ensure
that the mojority of students are achieving
the learning goals. I can reserve the right to
reveiew additionall if the review results
permit such a measure.

10. Closure: (Describe how students will reflect on what they have learned.)
To close, I will remind students of the main themes of
Independence and what eventually led the English colonies to
declare independence. I will remind students of the test
procedures and how to accurately study.

Rationale:
Students may still be anxious about the
prospect of a heavily weighted exam.
Reassuring them of the prepreation steps
being sufficient should give them
confidence as they go to take their test
online.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)
Upon reflection, this was an effective lesson. Students were clearly engaged by the kahoot.it interfact.
Using their phones/tablets provided an opportunity for them to use their own tools for learning. In the
future, I would create a more robust structur, perhaps teams, to help organize the activity. While students
became a bit excited and on the verge of too excited, this was a very effective plan.

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty