Lesson Plan

Name Antoniea Prologo

Grade Level -

Subject Area Theology

Main Topic Cults

CCSD Standard Students must be able to identify certain cult symbols and behaviors.

Standard 1: Learning Purpose and Connections

What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

The big concept is focused around various cults and cult behavior/symbolism.
Students will be prompted to first present their knowledge of cults or cult behavior they have heard of.
Students will be instructed that cults form a large part of human culture despite how they may be hidden.
The lesson is focused around a Prezi presentation with other media included in.
Students will have the chance to explore media about the subject.
The lesson will be done through Prezi.
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning?
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Throughout this lesson, students will ideally experience all four depth of knowledge levels.
Students will have access to several forms of media to deepen their learning.
Students will be challenged to look up other information and broaden their knowledge on cults.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Students are open to any judgements, opinions, or statements during the presentation.
Students are open to present knowledge throughout the lesson.
The presentation is open for class discussion.
Standard 4: Student Understanding of and Responsibility for Learning
How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

Students may use Quizlet to make a self-assessment quiz.

Students may share progress in learning with the class through any medium they are comfortable with.
Through self-assessment and peer review as well as teacher review rubrics.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
What evidence of student learning will be generated during the lesson? (i.e., writing, one--to--one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be reviewed? [Long-term Review]

Students will be open to present any knowledge during the lesson with the class.
Students will receive feedback from the instructor after the presentation.
Based on the results, instruction will be adjusted in speed of the lesson as well as the amount of peer review and collaboration whether it is helping or
hindering learning.
There is no homework for this lesson.
Students are open to review/critique throughout the lesson.