LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:___Nathan Brandsma ______Date:_____3/10/15_____________________________
Unit Essential Question:_Why do we study the French Revolution? ___________________
Lesson Topic:_Timeline ___________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?
Equal access to knowledge, as students can make a timeline according to what they are
interested in regarding the French Revolution.

STANDARDS (
www.cde.state.co
)
Content:
2.b.
Investigate the causes
and effects of significant
events in world history

Literacy and Numeracy:

Reason Abstractly and
Quantitatively

Democracy and
st
21
Century Skills:
Manage time effectively

Literacy and Numeracy:

SWBAT Reason Abstractly and
Quantitatively by placing the
events of the French
Revolution into a timeline,
thus quantifying the French
Revolution chronologically.

Democracy and
st
21
Century Skills:
SWBAT
Manage time effectively by
creating a timeline with eight
events in the time given in a
period.

OBJECTIVES
Content:
SWBAT Investigate
the causes and effects of
significant events in world
history by creating a timeline
of significant events in the
French Revolution.

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 timeline shows what
students know about the
causes and effects of the
French Revolution.

Literacy and Numeracy:

If the students are able to
place events in a sequential
order, they are reasoning
quantitatively.

Democracy and
st
21
Century Skills:
The ability
of students to get their
timelines completed in the
time allotted assess their
ability to work quickly.

Literacy and Numeracy

Sequential reasoning.

Democracy and
st
21
Century Skills
TIme management.

KEY VOCABULARY
Content
Timeline

HIGHER ORDER QUESTIONS for this lesson

Content
Why is it important to put the
French revolution in a
sequential order?

Literacy and Numeracy

Why is it important to use
sequential reasoning when
studying history?

Democracy and
st
21
Century Skills
WHy is time management
important?

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

Time

Building Background
Link to Experience:
Who has made a timeline before?
Link to Learning:
We have studied the French Revolution, now lets put it in a
timeline.

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
French Revolution Timeline
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.
I will show them my timeline

Time

Instructional Input
Includes: input, modeling and checking for understanding
odels of Teaching
M
:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Inquiry, as students work to put a timeline together
SIOP Techniques:
I do, We do, You do.
I will show them how to put a timeline together, then wew will do a line, then
they do their own.
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

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.
I will be checking through the room to ensure that students are able to put things
together, as well as asking questions.
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.
Once students have figured out how to put a timeline together, They should
already know the content to be placed in the timeline

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)
I have differentiated expectations depending on ability. also, the activity uses
text and images to allow students to use what they desire in the timeline

Time

Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?

Content:
How did this activity help you understand the French Revolution?
Literacy and Numeracy:
How did this activity help you understand sequential
reasoning?
st
Democracy and 21
Century Skills:
How did you manage your time? How could
you improve your time management in this activity?

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)?
This activity was designed to help you understand the events in the French
revolution in sequential order, to help you review for the test, and to give you
practice in time management. How did you do in each of these areas, and how
could you have improved?

Time

Next Step
The industrial revolution.

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

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?