UNIT TITLE
Nation-Building in the Contemporary World: The Middle East and
Russia/China
CANDIDATE NAME
LESSON TITLE
DAY
PERIOD
ROOM
Taylor Clark
1/31/2016
1-3
22
SCHOOL
SUBJECT
GRADE
10
STATION TEACHING
PARALLEL TEACHING
DIRECT INSTRUCTION
SUPPLEMENTAL TEACHING
DIFFERENTIATED TEACHING
TEAM TEACHING
NOT APPLICABLE
INDEPENDENT STUDY/PRACTICE
INTERACTIVE INSTRUCTION
EXPERIENTIAL LEARNING
ENGAGEMENT AND SIOP STRATEGIES UTILIZED (SIOP MODEL STRATEGIES INCORPORATED FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005)
MOTIVATION
ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL
SCAFFOLDING
MODELING IN MULTIPLE WAYS
USE OF WAIT TIME
COMPREHENSIBLE INPUT
GROUPING
WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL
APPLICATION/REPRESENTATION
HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT
ASSESSMENT/FEEDBACK
WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL
OR MATH)
Common Core RH.10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
BEHAVIORAL OBJECTIVE(S) (WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER S.W.B.A.T.
Content Objective: Students will be able to describe and analyze how nationalist beliefs have affected the Israeli-Palestinian conflict,
specifically the possible creation of an independent Palestinian state.
Language Objective: Students will be able to define and explain, orally and in writing, the concepts of Zionism, Arab Nationalism, and
Islamism as they affect the Israeli-Palestinian conflict.
Position Statement: Students will be understand how the nationalistic concepts of Zionism, Arab Nationalism, and Islamism have
helped or harmed the Palestinian goal of statehood and how each of those positions view that goal.
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW WILL YOU ACCESS PRIOR KNOWLEDGE AND ENGAGE STUDENTS?)
(10 Minutes) The students will enter the classroom and be expected to get out their history folders. Using a Prezi, they will be
instructed to get out their daily warm-up page and write the title "Israeli-Palestinian Conflict Video" at the top. I will then show them
a brief news clip from 2012 of the conflict going on in the West Bank and the Gaza Strip. The students will then be asked to do a
quick-write based on the following prompt: Discuss everything you know about the Israeli-Palestinian conflict?
Showing the students a current event piece of the conflict and then asking them to complete a quick-write will help them activate an
prior knowledge that they might have on the subject. The use of the video will help engage the students and make the content more
comprehensible.
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES
WHAT TEACHER(S) DO
The students will get into their pairs and take out
their Frayer Model Vocabulary cards from day 2 of
the unit. The students will shuffle one set of
vocabulary cards. One student starts by drawing a
card from the deck without looking at the term and
placing the card on their forehead for their partner
to see. The partner then reads off sentences,
examples, non-examples, and describes the picture
until the first student can correctly guess the term.
They take turns until the deck of cards has run out. If
there is extra time, then they play the game again.
20 Minutes - Group
Project
LESSON CLOSURE (HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER LESSON CLOSURE IS NOT ASSIGNING
HOMEWORKIT IS TYING UP YOUR LESSON.
(2-3 Minutes) Students will be asked to pack up and complete an Exit Card. They will be required to write the perspective that they
are studying and at least 2 sentences about how that perspective relates to or has affected the Israeli-Palestinian Conflict and
Palestinian statehood. They will turn in their exit cards as they leave the class and the teacher will grade them to return the next
day.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL READINGS, SIOP, SPECIAL ED INFORMATION
YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
English Learners:
I will help ELLs by ensuring that every activity is properly modeled. They will receive not only written instructions, but also an in
depth description of how to complete the assignment. ELLs will also be placed in groups with native English speakers, this will allow
them to ask questions of their classmates and discuss content in a non-threatening environment. ELLs will also benefit from the use
of white board knowledge checks that I will administer during my lecture and from the use of visuals and videos because it will make
the content more accessible and comprehensible for them.
Struggling Readers:
I will place struggling students in a group with students that understand the activities and concepts so they may help one another.
The modeling that I plan on doing for the poster project and the white board questions that I plan on using during my lecture will
also benefit struggling readers. The use of videos and other visuals should make the content more accessible for struggling reader.
The use of Cornell notes will also be beneficial because it requires the students to reflect on concepts and ideas as they are learning
them and encourages them to be active learners.
ASSESSMENT STRATEGIES
TYPE
ENTRY-LEVEL
PROGRESS MONITORING
EXIT OR SUMMATIVE
DESCRIPTION
Quick-Write
Exit Card
PURPOSE