Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical Practice

( EDUC 461), HIST 451/461

Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two grammatical/mechanical
errors. You must provide a copy of your lesson plan to your cooperating teacher or university supervisor BEFORE you
teach the lesson to students. Your teacher must sign and date the hard copy of your draft plan.

Teacher Candidate
Katherine Tipp
School (NA for HIST 451)
Northside Middle

Date/Time of Lesson

Observer
Mrs. Gobble

(NA for

HIST 451)

04/15/15 9:05AM
Subject/Grade Level
7th Grade Social Studies

Cooperating Teacher

(NA for HIST

451)

Ms. Rebecca Lewis

Description of Lesson (a general description in two or three sentences of what you will do with your students)
The student will be playing a review game called Historical Hysteria, which allows the students
participate in a bracket style activity to rank the most important figures they have studied.
Afterwards, they will continue working on a review packet with their desk partner and we will review
the answers as a class.
Lesson Plan Component
Lesson Topic/Title
Title of lesson, similar to a book title

Description
Historical Hysteria and Packet for PASS review

Lesson Plan Component

Curriculum Standards
Addressed
NCSS Standard(s): List the number and
title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Description
Standard 7-2: The student will demonstrate an understanding of the concepts of limited
government and unlimited government as they functioned in Europe in the seventeenth and
eighteenth centuries.

This lesson is integrated with past lessons in both social studies and geography. It correlates with
ELA as they write their answers to PASS review questions. It also integrates technology because of
the usage of the Ipads in Historical Hysteria.

Instructional Objectives

What should students know or be able to

do by the end of the lesson?
Students will (VERB)

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Students will be able to recall past information about historical figures given the PowerPoint
to 100% accuracy.
Students will be able to use technology to vote for Historical Hysteria given the Ipads to
100% accuracy.
Students will be able to complete the PASS review packet given their past lecture notes to
100% accuracy.
Students will listen, comprehend, and respond to the answers of their peers during PASS
review given the correct answers by the teacher to 100% accuracy.

Lesson Plan Component

Materials/Resources

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

Description

25 Q-Cards for Historical Hysteria

Historical Hysteria PowerPoint
25 copies of PASS review packets
Pencil
Paper

Prerequisites (Prior
Knowledge)

Social: The students will have to work collaboratively in pairs to complete both the packet and
writing prompts.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following
developmental needs:
Social

Cognitive: The students will need to recall prior knowledge learned during the year in order to
successfully complete the packet and interactive activity.

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

Emotional: The students must be confident in themselves in order to actively participate and
contribute in a group setting

To begin, I will initially try to ensure that the pairs have varied student ability to ensure that there
is equality for all students if possible. If a student finishes quickly I will have them assist any other
students who may be struggling with the work, encouraging peer learning. If there begins to be an
excess of those students then I will have them pre-read the next assignment independently until it
is time to move on or the other members in their group catch up. For slower paced learners, they
will receive help from their group members throughout the lesson when needed such as using the
system described above. Students with special needs will also be assisted by their peers and
myself during the duration of the lesson as needed. Other accommodations will be made
accordingly such as giving them extended time (perhaps even giving them the assignment the
day before for home work) or orally dictating the assigned reading.
This lesson also reaches a variety of different learning styles. Auditory learners will benefit from
the lecture style while visual learners will benefit from the packet portion of the lesson. Kinesthetic
learners will benefit from moving into pairs and also writing out the thoughts and answers of their
partner. Overall, this lesson has a facet for every style of learning.

Lesson Plan Component

References

Description
Standard 7-2: The student will demonstrate an understanding of the concepts of limited
government and unlimited government as they functioned in Europe in the seventeenth and
eighteenth centuries.

Procedures

As the students come into class, each student will be checked at the door to ensure they have
their flashcards and that their homework has been finished from the previous night. The students
Motivation
will enter the classroom to find Focus questions on the board to answer and be taken up. This
Grouping
will test their previous knowledge on what the lesson will cover. The students will then each
Instructional Strategies (steps in
receive a Q-card to use to vote in Historical Hysteria. We will go through eight pairs of important
the lesson)
historical figures and decide as a class, which one out of each pair most influenced history. The
to include questioning
students will discuss whom they picked and why they picked that particular figure. I will then
techniques and
record their answers. After this activity is complete the students will pass forward their Q-cards
lesson closure
and I will ask one student to pass out answer sheets for their PASS review packets, one for each
*Examples: Bell Ringer
pair of desks. I will set the timer for five minutes and allow the students to check their answers to
activity, primary
the previous nights homework. The students will then pair with their desk partners and go
source activities, debates,
through each question and underline only the words that directly answers that particular question.
video
I will ask the students how and why they choose those words to underline. The lesson will end with
analysis, closing activities
the students having time to review their flashcards.
that recap
the lesson
*Be sure to explain how
you will teach
historical thinking and
literacy.

Assessment(s) of the
Objectives
What assessment(s) will you use to
determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

The homework check at the door will count as a homework grade.

Their activeness in Historical Hysteria will be a participation grade.
Their completed PASS review packets will eventually become a test grade.
Answer to focus questions will test previous knowledge & all for students to make
connections to current lesson.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
4

Lesson Plan Component

Description

in succeeding lessons?