EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to
use the full EDSC Lesson Plan Template for this assignment, you are welcome to do so.

Names: Wesly Martinez

Subject Area(s): World History
Lesson Topic: Using a Memory Bubble to Learn about a Revolutionary Leader
Grade Level(s): Tenth

Standards
Literacy Standard(s):
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.78
8. Gather relevant information from multiple authoritative print and digital sources
(primary and secondary), using advanced searches effectively; assess the usefulness
of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation. CA

Content Area Standard(s):

10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects worldwide on
the political expectations for self-government and individual liberty.

English Language Development (ELD) Standard(s):

ELD.PI.9-10.6
Emerging
Explain, ideas , phenomena, process and text relationships based on close reading of
a variety of grade appropriate texts, presented in various print and multimedia
formats, using short sentences and a select set of general academic and domain-
specific words.
Expanding
Explain, ideas , phenomena, process and text relationships based on close reading of
a variety of grade appropriate texts, presented in various print and multimedia
formats, using increasingly detailed sentences and an increasingly variety of general
academic and domain-specific words.

Lesson Objectives & Supports

Content objectives: Students will develop a sense of understanding on a
revolutionary leader of their choice. The students should focus on what the leader
wanted to change in society and how they accomplished this change or how they
failed in doing so.

Literacy objectives:
Students will organize the information they have obtained about their leader in a
Memory Bubble.
 Students will read an academic source on the leader they chose and cite their source
in the MLA Style of citation.

Academic vocabulary:
Tier II (General) Memory Bubble, Source, MLA Style
Tier III (Domain specific) Revolution, Revolutionary, Figure

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
● Memory Bubble- This strategy helps students organize information and facts
they have learned through the use of concept mapping. Dividing up information
by its type and what effect it signified
Buehl, D. (2014). Classroom strategies for interactive learning (4th ed,), Newark, DE:
International Reading Association, 120-121

Assessment: How will you know if students met your objectives?

I will use summative assessments to observe if my students have met my goals. My
summative assessments will take two forms. The first form will be the class sharing that
places once everyone has finished where students will illustrate what they about their
figure through class discussions. An emphasis will be placed on the leader achieved, and
their struggles were to achieving their success.

The second assessment will take the form of a class exit ticket. Before students leave, they
will have to turn an in their completed Memory Bubbles. A completed Memory Bubble will
not only have all the bubbles filled but an MLA citation for the online source they drew
upon. Once I have collected the assessments, I will grade them for completeness and effort.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
0-3 1. The teacher should greet the students and take
attendance.
1. The students will check their attendance and sit
4-5 2. The teacher will inform the students that they will quietly.
have to pick a revolutionary leader and research them
for their memory bubble.
2. The students will begin to think about which leader
3. The teacher will call upon students to see which they want to write about.
5-8 revolutionaries they are acquainted with and what they
managed to achieve. 3. The students will raise their hands and give possible
suggestions on who they want to write about.

Lesson Body
Time Teacher Does Student Does
9-10 4. The teacher will begin passing out the memory
4. The students will sit quietly while the teacher passes
bubble to the students.
out the memory bubbles. They will refrain from writing
anything down before the teacher tells them to.
5. The teacher will explain how memory bubbles work
5. The students will observe as the teacher instructs how
in case students haven't used them before. The teacher
to fill out a Memory Bubble. If they need something to
will say that “Memory Bubbles are a way of organizing
 information that deals with people, problems and be repeated or clarified the student will raise their hand
solution.” From there they will explain that in the fact and ask the teacher to elaborate.
bubble they will place the name of the revolutionary
leader they will be writing about. In the who/what
bubble the teacher will instruct that students write
down who the leader they picked was. The teacher will
then explain that for the problems bubble the students
should write down a key obstacle their figure faced
11-14 while trying to change society. The next bubble to
explain will be solution where the teacher will explain
that the students must write down how their figure
overcame the earlier problem or failed in doing so. The
teacher will then explain that in the last bubble changes
students should write down what affect their future
had on society. Lastly the teacher will inform the
students that they must cite their source in the MLA
Style

15-17 6. The teacher will model how to use a memory bubble 6. The students will watch as the teacher fills out their
for the students through the use of the projector. The own Memory Bubble and get an idea on what they
example revolutionary leader will be Vladimir Lenin. In themselves might want to write down for theirs.
the who, what category the teacher will write “Vladimir
Lenin was the founder and head of the communist
party and helped usher in the October Revolution that
assured in the birth of the Soviet Union.” In the
problems category, the teacher will write “Lenin was
sought after by the Okhrana the Tsar’s secret police and
had to flee the nation lest he face imprisonment for
fostering sedition.” In the solutions circle the teacher
should write that “Lenin got in touch with German
agents during WW1 that let him sneak back into Russia
in the hopes of destabilizing the country”. Finally, in the
changes bubble, the teacher should write down “Lenin
managed to overthrow the Russian Provisional
Government and beat the White Army during the
Russian Civil War which enabled him to establish the
17-20 first Communist state.

7. The teacher will direct the students to go on
biographyonline and access their list of famous
revolutionaries to find out who to write about for their
Bubbles. The teacher should give the students 3
minutes to pick out their figure.
20-45
8. Now that the students have selected their figures the
teacher should direct their students to turn to
Encyclopedia Britannica for the information they need.
The teacher should specify that students are allowed to
use other sources with the caveat that the source is
academic in nature. The teacher should give the
students around fifteen minutes to research and fill out
their bubbles. Should the class finish early, the teacher
should move onto the next step.
7. The students will scour the websites list of famous
revolutionaries and pick out which they want to write
about. Once they have picked their figure they should till
the teacher speaks again before writing anything down.
8. The students will either use the Encyclopedia
Britannica or another academic source for information
on their figure. The students should fill out all bubbles to
the best of their ability. Should the student finish early,
they may read until the teacher moves on.

Lesson Closure
Time Teacher Does Student Does
45-50 9. The teacher should call upon students to share what 9. The students will either sit quietly and observe the
leader they picked and what exactly did they learn work of others or share their Memory Bubbles with the
 about the figure. If the student is willing the teacher
should display the Memory Bubble on the projector.
50-50
10. Once the bell rings the teacher should dismiss the
students after they have pushed their chairs in.
class. The student should explain what exactly they
learned about the figure and why they chose them.
10. The students should push their desks in and leave in
an orderly fashion.

Instructional Materials, Equipment & Multimedia

Citations

Citation Machine: Format & Generate Citations – APA, MLA, & Chicago. (n.d.). Retrieved
from http://www.citationmachine.net/
Famous revolutionaries | . (n.d.). Retrieved from
https://www.biographyonline.net/people/famous/revolutionaries.html
Resis, A. (2019, April 18). Vladimir Lenin. Retrieved from
https://www.britannica.com/biography/Vladimir-Lenin

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: English learners can be accommodated having them using

sources that were written in their native tongue. This way they can spend less time
translating an english document.
Striving readers: This type of reader can be accommodated by allowing them to
use video sources for their research. This way these students can receive the same
quality of information without having to spend time struggling to read an article.
Students with special needs: The Lesson can be adapted to fit students with
special need by giving them time beforehand to pick a leader they want to write
about. This way students with special needs will have received the extra time they
need when working on the assignment.
Advanced students: The lesson can be adapted to challenge more advanced
students by having them find their own sources beside Encyclopedia Britannica.
Though the sources they use as replacements must be academic in nature.