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LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY


Name:___Nathan Brandsma __Date:___2/17/15_______________________________
Unit Essential Question:____Why do we study the enlightenment? _________________
Lesson Topic:_Enlightenment Philosophers

_Class:__World History___________

PLANNING THE LESSON


With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Enculturation in a democratic society as the enlightenment thinkers are critically important to
the development of American democracy.

STANDARDS (
www.cde.state.co
)
Content:
3. a.
Discuss the historical
development and impact of
major world religions and
philosophies
including the

enlightenment

Literacy and Numeracy:


Access and use primary and
secondary sources to explain
questions being researched

Democracy and
st
21
Century Skills:
Work effectively with others.

Literacy and Numeracy:


SWBAT Access and use

primary and secondary


sources to explain questions
being researched by
researching to answer the
question what does this
philosopher believe in a
presentation.

Democracy and
st
21
Century Skills:
SWBAT
work effectively with others
by cooperating to create a
presentation on a
philosopher in which
everyone in the group knows
the information.

OBJECTIVES
Content:
SWBAT Discuss the historical
development and impact of
major world religions and
philosophies
including the

enlightenment by working to
create a presentation on an
enlightenment thinker, as
well as fill out a graphic
organizer with info about

other enlightenment
philosophers.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
There are two assessments,
the first is the presentation
itself, the second is the
organizer students fill in with
the information from other
presentations.

Literacy and Numeracy:


The presentation utilizes a
bibliography to show how
students sourced their
material.

Democracy and
st
21
Century Skills:
The rubric for the
presentation asks students to
work together the
presentation will show how
well the students cooperated
as well as my monitoring as
the students work.

Literacy and Numeracy

Democracy and
st
21
Century Skills

KEY VOCABULARY
Content
Scientific Revolution
Enlightenment
Natural Laws
Reason
Social Contract

HIGHER ORDER QUESTIONS for this lesson


Content
Why do we study the
enlightenment?
Why did these thinkers
change politics globally?

Literacy and Numeracy


Why are primary and
secondary sources
important?

Democracy and
st
21
Century Skills
Why is it important to know
how to work together.

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction


to topic, motivation, etc.

Time

Pre-Assessment
What is the Scientific Revolution?

Time

Building Background
Link to Experience:
We live in a world deeply affected by the enlightenment.
Link to Learning:
What was the worldview of the middle ages? What changed in
the Renaissance? How does that connect to science?

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
Enlightenment Philosophers
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
What is the most mind blowing scientific discovery if history?

Time

Instructional Input
Includes: input, modeling and checking for understanding
Models of Teaching

:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Direct instruction and discussion about the scientific revolution, followed by
cooperative learning as students research their philosopher.

SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise,
Prompt, and Leave)
Reading , Writing, Listening, Speaking
Students will read as they research, write their presentation, listen and speak to
their group.
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.

Time

Accommodations, Modifications, and Student Adjustments


Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
What can we say about the enlightenment thinkers overall?
Literacy and Numeracy:
How easy was it to research and find the information?
How hard were the ideas to understand?
st
Democracy and 21
Century Skills:
How did you work to cooperate? How could
you have done better?

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
What about this lesson helped you learn the most? What could you have done
differently?

Time

Next Step
Students will apply their knowledge of the thinkers to Fossil Ridge.

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were well achieved in this lesson, though one group struggled eto
work effectively together

2. What changes would you make if you teach the lesson again?
I think this lesson would be helped by a bit stronger rubric on what I wanted
students to have in their presentations.
3. What do you envision for the next lesson?
We will have to finish the presentations, as not all groups were able to finish.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?
This lesson achieved goals of democratic objectives, as students worked together in
their groups and reflected on the process. The also used technology and critical thinking skills.