TED 623

Annotated Lesson Plan

Professor Lux

Andrew Keane

12/14/14

National University
 Abstract

Effective lesson planning is an essential aspect of becoming a successful teacher. A

lesson plan is “ a model of organized learning events that determines the structure and

sequence of the teaching and learning activities and guides both teacher and student to

achieve the learning goals, specific objectives and learning outcomes.” (Lesson Planning

PowerPoint 2) Effective lesson planning is important because they set the “foundation of

successful learning as well as accurate assessment and effective classroom management.”

(Lesson Planning PowerPoint 3) Good and basic lesson plans have five key parts, the

description, the goals and objectives, the materials and tools, the instructional procedure,

the reflective assessment and evaluation. The lesson plan should also be created using

SDAIE methods and accommodations for EL students as well as integration of the 1/3 plus

model. The lesson is going to be taught to students with multiple learning styles and needs,

therefore the lesson needs to be systemic and multidimensional so all students needs are

satisfied.
 EL Student Profile

Annabel is a 15-year-old 10th grader from Guatemala. Her father works in a biomedical

research lab and her mother is a nurse. Many members of her extended family live in the same

community, though her grandparents still live in Guatemala. Annabel visits them twice a

year. She has been in the United States for less than two years. She is literate in Spanish and

often reads Spanish language books and magazines. Her report cards from her school in

Guatemala indicate above average grades. Annabel is somewhat quiet and reserved, but gets

along well with others and likes working in small groups. The CELDT results indicate an overall

score in the Early Intermediate range, and she has been identified as an English learner.

(Listening and Speaking =Early Intermediate level. Reading =Early Intermediate level. Writing

=Early Intermediate level.)

Lesson Plan

Lesson Description:

The origins and consequences of historical events is an important aspect of understanding

our past. In this lesson we will be examining the origins and consequences of the Cold War and

containment policy. This lesson will fulfill California state standards and follow guideline set by

California Department of Education for EL students in the 10th grade as well as common core

standards. The Cold War is a crucial part of American history and we still live in the wake of its

impact. The effects of the War are still very present in the world today and they need to be

understood in order to progress as a nation and prevent their mistakes from reoccurring. In order

to successfully teach to all students’ needs I will design the lesson plan using SDAIE strategies

as well as provide a systemic multidimensional approach to teaching and learning. I will use

sheltered English for EL students to strengthen their understanding of content as well as

language development. In a sheltered English environment teachers are able to “maintain a

setting with low level of anxiety, stressing comprehension prior to eliciting production and

emphasizing communication over correctness.” (Serdyukov Hill p.82) These methods together

will provide a well-rounded education and hands on approach to teaching and learning.

Date: December 14, 2014

Subject Area: United States History

Grade Level: 10th

Lesson Title: The origins and consequences of the Cold War and containment policy

Student Body Characteristics: This class is the last class before lunch therefore students

can be a little restless, so it is important that material keeps them busy and engaged to prevent

discipline issues. Annabel is the only EL student in the class. She is somewhat quiet and

reserved, but gets along well with others and likes working in small groups. The CELDT results

indicate an overall score in the Early Intermediate range, and she has been identified as an

English learner. (Listening and Speaking =Early Intermediate level. Reading =Early Intermediate

level. Writing =Early Intermediate level.)

Goals and Objectives:

Students will understand the origins of events of the Cold War and their consequences

during the 1960’s. Important events include U2 plane shot down over Russia, erection of berlin

wall, Bay of Pigs, and Cuban missile crisis. Students will understand the time line of events and

how these events play an important role in the progression of the cold war. This lesson also will

give the students and understanding of President Kennedy and Johnson’s foreign policy. The

events of the Cold War have had a lasting impact of society and it is important that students

begin to understand it’s effects and how they shaped our current world. The bottom 1/3 will
benefit from understanding the timeline of events of the Cold War. The middle 1/3 will be able

to understand the cause and effect of the events within the understanding of the entire Cold War

and the top 1/3 well understand the events of the Cold War and the lasting effects on the current

geopolitical system.

Standards:

Standard 11.9 Students analyze U.S. foreign policy since World War II. (.3) Trace

the origins and geopolitical consequences (foreign and domestic) of the Cold War and

containment policy, including the following: The Bay of Pigs invasion and the Cuban Missile

Crisis. (California Department of Education.)

Materials and Tools:

PowerPoint presentation from teacher’s laptop, remote for slide presentation, projector,

and projector screen, class textbook audio connected from laptop to class sound system, laser

pointer, PowerPoint slide hand out in Spanish, and class hand out includes vocabulary words,

outline, graphic organizer, time line, and discussion questions (English and Spanish).

Procedure:

Pre-assessment (5-10 min): I will stare class off with a brief assessment of the previous

lesson. The assessment will contain five vocabulary words and one short answer questions from

information learned in the lesson before. When completed we will go over answers as a class. I

will choose students to answer questions out loud. When finished I will connect information on

assessment with the currents lesson’s introduction.

 Lesson Introduction (5 min): During the introductions I will pass out the class handout.

I will ask students if they have any previous knowledge of the events of the Cold War during the

1960’s. The handout that I will provide students will have the standards present as well as new

vocabulary words, a basic out line of the PowerPoint and lecture including in lecture discussion

questions. The hand out will also include a blank event time line and post lecture questions,

which are to be completed after PowerPoint presentation. During the introduction we will go

over the standards new vocabulary word, which they will define during and after lecture, and the

lesson outline.

PowerPoint Presentation (15-20 min): The PowerPoint presentation will consist of

slides that will follow the outline on the student hand out, these slides will consist of new

vocabulary as well as description of the events and their effect on the Cold War. The information

on the PowerPoint presentation will be supported by maps, pictures, diagrams and a short video

clip. As the PowerPoint is presented I will lecture information as well as explain maps, pictures,

and diagrams. Students will follow along the PowerPoint and add information to their outline

and defined vocabulary words as information is lectured. During the PowerPoint I will stop at

key points and ask discussion questions. I will allow students to first discuss questions in their

table groups of five or six and then call on random groups to present their answers to the class.

The lecture will be presented in chronological order so students will better understand the

succession of events and how the Cold War was an escalation. In the conclusion of the

PowerPoint I will add how the events of the cold war have shaped current policy that we witness

in present events.
 Assessment and Evaluation Activity (10-15 min): Basically the assessment activity is

that all aspects of the handout are completed. I will be looking for completion of the new

vocabulary words and the fulfillment of the PowerPoint outline with discussion questions

answered, which should be mostly completed by the end of the presentation. I will give the class

an addition 10-15 minutes to create a time line of the events of the cold war with a brief

description and their importance and effect on the United States as well as the world. They will

also have to answer some short answer questions that will connect the Lesson’s events of the

Cold War with previous lessons as well as current relevant events. During this 10-15 minute time

period students will be able to work in groups to collaborate ideas and complete the hand out.

ELL Lesson Accommodations:

The accommodations I would make for Annabel would provide her with the recourses to

complete the assignment and obtain the learning objectives with success. First I would provide

all handouts in both her home language as well as in English. In the Pre-assessment I would ask

Annabel to try to complete as much as she could in English and any thing that gave her trouble

she could complete in Spanish. During the PowerPoint lecture I would give Annabel my lecture

notes in English as well as Spanish and have her highlight the important information as it is

presented. She would be responsible for completing the lecture discussion questions in either

language as well. It is important that Annabel is exposed to the lessons vocabulary early and

often. In her group she will be responsible for completing the time line as well as the discussion

questions to the best of her ability, however her time line will have corresponding pictures that

will help identify the order and importance of the events. In my lesson I will use SDAIE
strategies to also aid Annabel’s understanding of content material as well as language

development skills.

Closure (5 min):

In closure we will come together as a class and I will have each group pick a student to

present one event from their time line. Then I will present the master time line and fill in any

gaps as I explain the timeline of events and how they connect to some current events and issues

we face today as a society.

 Annotation

Developing effective lesson plans is an important aspect of successful teaching. The

lesson plan is the blue print and organization behind facilitating education. Designing an

effective lesson plan is a process that is never complete. Each application of the lesson can be

analyzed and altered to the specific needs of the class. Once a lesson is designed it must be

applied and analyzed for future adjustments. An impactful lesson is structured and uses time

management to fulfill educational goals and objectives with the use of multiple teaching

strategies as well as a variety of educational activities. It is crucial that lesson plans are designed

to entertain students with subject knowledge and not boar them with dry material.

“All effective lesson plans have a structure,”(Serdukov Ryan p.103) and in my lesson

plan I follow the 5-star lesson plan model. The 5-star lesson plan is broken down into 5 points of

emphasis which are, description, goals and objectives, teaching materials and tools, lesson

procedure, and assessment and evaluation. My lesson plan provides a clear description of the

lesson that includes the date, subject, grade, topic, and class characteristics. The description is

important because it establishes when you are teaching the lesson, what you are teaching and

finally maybe the most important, whom you are teaching to. We must know our audience in

order to understand how to create an effective lesson plan and deliver it successfully.

Every lesson plan has a goal or objective that it is designed to achieve. (Serdukov Ryan

p.133) state it best when comparing lesson planning to ship captaining. “Just like a captain of a

ship, knowing where you are going (goal), what you must accomplish to get there (objective),

and what you will get from your voyage (outcome), a teacher must have a firm idea of how to

launch a successful lesson plan.” In my lesson plan the goal is simple, students should be able to
understand the main events of the Cold War and their corresponding consequences. In order to

understand the goal the class must be able to define vocabulary of the lesson as well as

understand the time line of events along with the discussion question.

“Teaching and learning requires numerous tools, which enhance learning.” (ED Tech

PowerPoint 2) The materials I chose for the lesson strengthen its effectiveness and at the same

time provide the students opportunity to interact with the lesson on more than one level. The

display of the lesson combined with the PowerPoint presentation provides strong

contextualization of subject material. Contextualization is important because it takes “typically

dry or difficult texts through pictures, graphic organizers, manipulatives, and real objects to

make information comprehensible and available for mental processing.”(SDAIE PowerPoint 14)

Preparation is key when it comes to technology, a teacher must be familiar with technology and

check that it works prior to the lesson.

Aristotle coined the term, “ethos, pathos, logos” and it plays a major role in lesson plan design

and delivery. Ethos refers to the audiences appeal to ethics, pathos refers to the appeal of

emotion, and logos refers to the appeal of logic. Using these three applications of communication

in the right mixture is important to maximize the effectiveness of the lessons procedure. The first

step of the procedure is a pre-assessment. The pre-assessment is designed to test understanding

of previous lesson. Then we graded the assessment as a class and we went over the correct

answers. Student grading is a strategy that builds metacognitive development and gives the

students and peers insight and holds them accountable for their learning and effort. I used some

of the information from the assessment and bridged it to the introduction of the day’s lesson.

Bridging “Help students make connections from previous learning to the new concepts” and
promotes internalization and understanding of both previous and new material. (SDAIE

PowerPoint 12) Next I provided each student with a hand out, which was used as a lesson guide

and worksheet. I used a projector and screen to display a PowerPoint presentation to add

contextualization to the lesson. As I went through the lecture slide the students were to fill in

their lecture outline with the important facts and concepts of the lesson. Some questions on the

outline asked the students to explain a picture presented in the slides. I try to encourage students

to interact with the lecture by following along their lecture outline. The presentation also used

graphic organizers to present information, which incorporates schema building into the lesson

design. As the students followed the lecture outline I modeled how it should be filled in and

provided some assistance to those who needed help. After the lecture notes the class continues

working on the hand out with their table groups. Group collaboration during educational

activities is beneficial for all students in the 1/3 plus model. The students on the top help the

bottom thirds and they all learn from their interaction with the lesson and with each other. I

believe that collaboration is an important trait because it is often used in life outside of school

and in the work force.

During the lesson I made some accommodations for Annabel the English learning

students. In the pre assessment Annabel was issued a vocabulary assessment in English. The

vocabulary words were made up of subject material as well as academic language. Later in class

when the students were given handouts Annabel was provided a handout in both English and her

home language. Annabel was also given the lecture notes where she was asked to highlight the

important information. After the lecture Annabel was put into the groups along with the rest of

the class to participate in the group completion of the handout. I often paired Annabel up with
bilingual or semi bilingual students to help her communicate to the rest of the group. This

strategy helped Annabel as well as the semi bilingual student learn from each other.
 References

Lux, T. Serdyukov, P. (2014). S.D.A.I.E. Specially Designed Academic Instruction in English

and Related Strategies lecture. National University.

Serdyukov, P., & Hill, R. A. (2008). Methodology For Second Language Development. Upper

Saddle River, NJ: Pearson Inc.

Banks, J.A., & Banks, C.A.M. (Eds.). (2013). Multicultural Education: Issues and Perspectives

(8th ed.). Hoboken: John Wiley & Sons.

Serdyukov, P. & Ryan, M. (2013). The 5-Minute Lesson Plan: A practitioner’s Guide. Pearson

Learning Solutions. Boston: Pearson.

Lux, T. (2014). Lectures Unit 3: Educational Technology Applications in Teaching and

Learning. National University.

California Department of Education English Language Development Standards for High School.

(2014). Sacramento: California Department of Education.