Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach

Choose the template that best fits your lesson
Direct instruction
Subject: 11th Grade American History

ept 1: Research Skills For History. PO7. Compare and Contrast Current Events With Past Events:
Cause and Effect
Change Over Time
Different Points of View

st video and lesson, students will be able to illustrate a picture collage in their groups depicting the emotions o
n 80% success rate.

nsisting of 5 words that they personally feel are most prevalent when describing this moment in history, as wel
have learned and how they now feel about the tragedy after completing this lesson at the beginning of the next
s, Meets, and Approaches scale
eceive an Exceeds on their paragraph (10 points and beyond) they will need to effectively display an understan
arly state how they felt both before and then after watching the video provided. Extra credit will be offered to a
en writing their reflections.
eive a Meets on their paragraph (9 to 6 points) They will need to write a well crafted paragraph with little gram
and the paragraph for the most part addresses a good understanding of what the lesson brought to the table in r
erstanding and dive a bit more in depth and detail upon reflecting on major events in history.
to receive an Approaches on their paper (0 to 5 points) They will have had to not met the required criteria for
rors, and does not meet the required length. The student does not portray a clear understanding of what 9/11 sy

rom basic to complex):

d
ely
York Firefighters/United States
se time wisely in completing the collage assignment
their individual paper reflections.

Materials/Technology Resources to be Used

Scissors

Magazines (provided by teacher)

Newspapers (provided by teacher)
Glue-sticks (NO TAPE)
Large-cut construction paper
Markers/colored pencils

previous learning, and make relevant to real life)

few minutes to relate upon a time in their life where they were having a completely normal morning, (the w
d so their ideas of a normal morning will not all be the same), where in one minute everything went from com

here a student poured their favorite bowl of cereal for breakfast only to shortly after realize that they are compl

student spent all night completing their homework and grew very proud of the work they put together. The ne
e that they forgot their backpack with all of their notes and assignments at home. Describe feelings before and
here one morning while on their way to class all of a sudden a student receives a flat tire or is involved in a ca

ch will be for students to begin crafting a mindset of what life might have been like (on a much greater and Na
ollectively the entire Nation was going about their daily routines as always and then in a matter of seconds saw

of the classroom preform the proper Opening that was

ssion, as well as address the objectives and collage project
at once. Then, the teacher will proceed in showing the
room.

Student Will: Listen to the teacher and keep

Students will raise their hands and wait to be
teachers Opening, relating events in their live
all; only students that wish to do so will be as

ferentiation

ist: Student Teacher will sit at another part of the classroom writing down key points that the main teacher ma
l questions that the Teacher asks the students to reflect upon. Student teacher will also record notes on the assig
student needs clarification later in the lesson.
guided word collage with students after the completion of the Student Will: Individually raise their hands
collage is not to be confused with the picture collage
collage example on the white board when the
e completing in their groups. The goal of this guided practice
ay the emotions and words that come to mind after watching
s job to write one at a time the words that the students come
rmat on the whiteboard.

ferentiation

Board (examples): The student teacher will write the examples that the students provide one by one on the whi
heir utmost attention to the classroom as well as never having to turn their back to the students. This also will h
ectively.

ided practice is completed, the main teacher will help divide

o that each is evenly separated and students know who they
her will then provide the supplies needed to the class and set
y work on their Emotional Picture Collages together.

Student Will: Use time wisely after the teach

Emotional Picture Collages collectively with
participate evenly to the best of their ability o
provided students will cut, paste, and craft the

ferentiation

ependent Practice: The Student Teacher will use their understanding that they gathered throughout the One-Te
around the classroom and make themselves available to any questions, comments, or concerns that may occur

onnections:

ming class session where students are asked to turn in their Reflection Papers (as described earlier) and their fin
s as a warm-up to debrief the assignment as a whole. It is here where we address any closing comments, quest
ment. The teacher will be striving to know how the student felt vs. how they now feel about the event in of Na
understanding of the tremendous amounts of emotions that were made present by the New York City Fire Fig
e none of my students will be able to claim that they were alive for the tragedy, and it is very important to take
looking ahead to what the future may hold for our families, our country, and us.

Inquiry
Teachers:

Subject:

Standard:
4.
Objective (Explicit):
5.
Evidence of Mastery (Measurable):
Sub-objectives, SWBAT (Sequenced from basic to complex):

Key vocabulary:

Materials/Technology Resources to be

used:

Elaborate

Explain

Explore

Engage (Make content and learning relevant to real life and connect to student interest)

Teacher Will:

Student Will:

Co-Teaching Strategy/Differentiation
Teacher Will:

Student Will:

Co-Teaching Strategy/Differentiation
Teacher Will:
Co-Teaching Strategy/Differentiation

Evaluate

Student Will: