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Lesson Plan Design

Subject: World History Grade:
7
Lesson Topic: The War of 1812
Candidates Name:
Aaron Outland
ID #
022705054
Site Supervisor:
Mr.Keane
NU Supervisor: Dr. White
Date: _______11/30/15_________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Standard 8.5: Students analyze U.S. foreign policy in the
Rationale:
early Republic.
Students have already learned about the
causes that led up to the War of 1812.
Students will have to take notes and work collaboratively
with a neighbor to answer a question.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will be able to explain a time when they needed to
make a compromise in their lives.

Rationale:
This deals with a key concept of the Unit
that students are going to have to
understand.

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. )
The warm up will ask students important review questions
from the previous unit that will come into play during the
coming unit.

Rationale:
This will review prior knowledge that is
important for the new information.

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)
Academic vocabulary can be difficult for many students.
Speak clearly and enunciate. Explain difficult words.
Simplify when possible. Students will have to read and write
their notes.

Rationale:
2/3rds of all students are identified as ELL;
it is safer to assume students are ELL than
not.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Textbooks, Smartboard, whiteboard, PowerPoint

Rationale:
These materials are familiar to the students.
They know the behavioral expectations
associated with using all of them.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Students will write down the key terms for the coming test,
Rationale:
write the homework, and go over the chapter (unit) for the
Students are familiar with the routine
coming week and a half.
required. The key terms become the study
guide and the anchor activity for the unit.
We will also review the test taken before break, and re-teach
Writing down the homework allows them
the information that was missing.
to know what they are accountable for at
the beginning of the unit.
If there is extra time, students will read excerpts and answer
questions.
Students did not do particularly well on the
test. If they are going to do well on a retake
Check for Understanding:
and on the review questions in later tests,
Between sections, I will ask strategic questions to review
they are going to have to know the
recall and understanding. I will also use this opportunity to
material.
draw connections to past learning.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Students will write-pair-share a time when they've had to
make a compromise. I will prepare them with an explanation
of the word compromise.
Check for Understanding:
Students will share out their answers with the class.

Rationale:
A lot of the information in the unit revolves
around regional compromises, and students
need a firm grasp of the academic
vocabulary word.

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 complete their notes, work on their anchor
activity for this unit (the study guide) or they can write on
the board in the back.
Check for Understanding:
Monitor students as they work. Collect notes in the packet.

Rationale:
There is no homework today, because there
is no time to review it tomorrow during the
half day.
Students are used to these procedures.

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.)
Students will turn in their notes and homework in the packet.
I will assess student progress and understanding using hands
up, thumbs up thumbs down, and strategic questioning.

Rationale:
This will provide me with and understanding
their individual and group understanding of
the materials.

10. Closure: (Describe how students will reflect on what they have learned.)
For the closure, we will review information from the unit and
the day.

Rationale:
This gives students many opportunities to
review information gone over during the

week.
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?)