LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_Nathan Brandsma _____Date:_________3/2/15_________________________
Unit Essential Question:__Why do we study the French Revolution? ________________
Lesson Topic:_To Kill the King? ________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 students will debate capital punishment, which we
continue to debate.

STANDARDS (
www.cde.state.co
)
Content:
2.c.
Analyze the complexity of
events in world history

Literacy and Numeracy:

Employ standard English
language properly and
fluently in reading, writing,
listening and speaking

Democracy and
st
21
Century Skills:
Construct
clear, coherent, and
persuasive arguments

Literacy and Numeracy:

SWBAT Employ standard
English language properly and
fluently in reading, writing,
listening and speaking by
writing arguments, speaking
and listening to different
arguments about killing the
king.

Democracy and
st
21
Century Skills:
SWBAT
Construct clear, coherent,
and persuasive arguments
writing and arguing about
killing the king.

OBJECTIVES
Content:
SWBAT Analyze the
complexity of events in world
history by debating the
necessity of killing king Louis
XVI

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:
The discussion and the vote
about killing the king

Literacy and Numeracy:

The debate includes cold calls
to assess

Democracy and
st
21
Century Skills:
The cold
calls and the debate including
cold calls will assess the
argumentation

Literacy and Numeracy

Democracy and
st
21
Century Skills

KEY VOCABULARY
Content
Capital Punishment

HIGHER ORDER QUESTIONS for this lesson

Content
Why did the French
Revolution change over time?
Why did the King get
executed?

Literacy and Numeracy

Democracy and
st
21
Century Skills

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.
When is capital punishment appropriate?

Time

Pre-Assessment

How did we get to the place where we are discussing whether or not to kill the
king?
Time

Building Background
Link to Experience:
Have you ever talked about capital punishment?
Link to Learning:
How did we get to the point where we are deciding whether to
kill the king?

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
Kill the King?
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.

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.
This lesson uses discussion.
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 write their reasons for or against killing the king, will listen and
speak about their reasons for or against killing the king
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:
There is a vote about whether to kill the king, and students will write a
brief description of what they learned about the French Revolution through the
course of the debate.
Literacy and Numeracy:
Who spoke the best? what made their speaking the
best?
st
Democracy and 21
Century Skills:

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)?
So the king has been slain, what does this mean for the revolution?

Time

Next Step
The reign of terror is next.

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were mostly achieved.
Students worked and wrote and argued reasons for killing the king, and do so well.

2. What changes would you make if you teach the lesson again?
I would likely have
more time for the discussion of capital punishment in general. I would also have a
more specific rubric for the arguments for and against regicide.

3. What do you envision for the next lesson?

The next lesson will be about the reign of
terror

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?
The
lesson did well in terms of honing argumentation and effective reasoning in
students. I would have liked to tie it more to capital punishment in general however.