2017 Single Subject Program Lesson Plan Template

Section 1: Background Information and Context

A: The Basics
Name Eric Kenyon Grade level(s) 10th Grade
Date(s) taught 9-19 Course/Subject World History
Lesson Title The Enlightenment Time Frame One hour coverage of unit
Spreads to the Global material with assessment
South, Latin America on basic ideas

B: Central Focus
Big Ideas
Essential How did the ideals of the Enlightenment and the Atlantic Revolutions
questions for affect the first half of World History in the 19th Century?
the Unit
Essential How did the ideals of the Enlightenment and the Atlantic Revolutions
Question for impact social, political, and economic dynamics of Latin America?
Todays Lesson

C: Specific Standards and Objectives

Content H-SS 10.2 and 10.2.3: SWBAT: identify the main causes and
Standard(s) outcomes of some of the Latin American revolutions and connect them
with the Atlantic revolutions that preceded them, through short written
responses, by the end of the period
Common Core CCSS.ELA-LITERACY.RH.9-10.2
Literacy Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas
develop over the course of the text. Accomplished via written response
at the end of the period
(From C3 Framework) D2. His. 14.9-12. Analyze multiple and
complex causes and effects of events in the past
ELD -
ABF Justice 12: JU.9-12.12
Outcomes I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
Assessment
Objectives Tools for Evaluation Criteria
Assessment
Content Cause, course, and Think, pair, share If the students can
Objective(s) outcomes of (some of) with written connect the dots
the Latin American response between topics,
revolutions. Additionally, From the slide: explain their
connecting this reasoning, and use
information with By yourself, write evidence from the
previously learned down ONE of the lecture material
information. general causes to
these revolutions;
Essential Questions and then ONE of the
listed on second slide: general outcomes
 How did the ideals of that you find to be
the Enlightenment affect important and have
the non-Western world, modern relevance
in this case Latin for World History.
America? Discuss your
thoughts with an
Are these causes for elbow partner, and
revolution similar or be prepared to
different to what sparked share
the American and French
Revolutions?

What were the important

outcomes for world
history from these
revolutions? Modern
relevance?
Language and Using key terms, making Think, pair, share Displaying the ability
Literacy connections to past and with written to draw connections
Objective(s) future content as well as response with key terms, such
modern relevance as analytical phrasing
in their responses:
This was important
because ____ changed
afterward, or
Because of ____, most
of Latin Am still has
corrupt government
today.
SJ Objective(s)

D: Academic Language Demands and
apart from lecture ppt)
Identified Language
Demands
Content Ideological, intellectual,
Specific diplomatic terms: liberal,
Vocabulary conservative, suffrage,
liberty, autonomy,
Peninsulares, Creole,
Mestizo, bullion
Language Informative and
Function argumentative (visually)
Supports (no actual text used in class
Planned Language Supports / Pre Reading
Strategy
Clear and explicit definitions written on ppt.
The terms will also be highlighted in red font
whenever they appear on later slides
The image will be translated as the
students attempt to do so themselves. I will
be sure to not advance until everyone is clear
on terms

Syntax Syntax is from my own I will try to use simplified language and
words. No text used in prevent the use of complex synonyms,
this specific lesson metaphorical language, and long sentences
Discourse Discourse stems from Before using historical phraseology and
historical discourse verbiage, I will stop to check and make sure
family: use of causation, the students comprehend what I mean with
drawing connections certain phrases and the use of certain terms
between stored within a statement. An example is describing
information, comparing causation or comparing events of similar
and contrasting issues causes; The support strategy is to explicitly
state and define those discourse terms before
using them in lecture

E: Using Knowledge about Students (and that students already have) to Inform
Teaching and Learning
Relevant Student How will you use this information in this
Information lesson plan?
Prior Solid knowledge of Explain how these ideas bled into the 19th
Knowledge and previous unit: Atlantic century in other parts of the world and
Learning Revolutions and inspired those who rebelled similarly in Latin
Experiences Enlightenment America
Funds of Latin AM Revs: cultural Make reference to Mexican Independence day
Knowledge: relevance, heritage, (Sep 16), known as Grito de Dolores. Make
Family/ holidays. indirect and impersonal reference to the high
Community/ Family migration causes amount of Latin Americans migrating to the
Cultural Assets United States in the past century
Common Common This will be resolved and debunked with
Mistakes misinterpretation is that reference to this topics modern relevance.
and/or the revolutions solved Most of the problems for Latin America today
Misunderstandi problems that existed in came after the revolutions
ngs Latin America prior to
the revolutions. Another The second problem will be resolved by only
would be confusing focusing on general causes, then Haiti and
different rulers and Mexico as examples to prevent any overload
events among the of information. Key ideas are consistent
revolutions
Social / -
Emotional
Consideration

F: Supporting Varied Student Learning Needs

Materials, Teacher Materials, Students Materials:
Resources, Resource:
Technology Powerpoint slides, image Stationery for notetaking
How will you support and/or accommodate
Student Information the student(s) in this lesson? Include any use
of technology
Students with Keyonte: Behavior issues, Keyonte: I will regularly check for his
IEP or 504 and Brylle: social attentiveness, understanding, and his
plans interaction issues productivity in note taking. A further step to
be taken is providing him with the materials
on the lecture or asking him to turn in his
 notes at the end of the period
Brylle: I will make sure he is attentive and
not distracting others around him.
Struggling / Mirna, only student As with Keyonte, checking for understanding,
underperformi failing the course for production, and requiring her to turn in
ng Students notes at the end of the period. If distractions
become a problem she will be asked to move
to a more focused area.
English Litzy, LTEL I will refrain from complex language and be
Language crystal clear with definition of terms. I will
Learners also check to see if her notes are up to par
with the lecture and not lagging behind.
Gifted and -
Talented
Students
Other -

Section 2: Learning Task Implementation:

Timing, Pacing TEACHER DOES: STUDENTS DO:

materials, and (Appro Indicate instructional Indicate performance
other x. strategies that address expectations (Refer to Section
procedural times) individual learning needs 1.F)
notes including addressing the needs (Refer
use of to Section 1.F)
technology
Launch 2-5 Opening the class consists of Students will try to situate this
(Multiple mins a brief description and topic in the broad arc of out
means of expectations from the course, and form connections
engagement) lesson: listen, take notes, be with todays world without
prepared for occasional taking notes on any of the
assessment, and then move information. They are asked to
to a think, pair, share write down the question of how
activity. In introducing this these revolutions have modern
topic, I will explain the relevance, though
modern relevance and
attempt to garner interest:
how a good portion of the
problems in Latin America
today are a product of these
revolutions. The focus will be
on this specific topic is
important: explain to the
students why they are
learning this. Additionally, I
will explain how the style of
thinking from the end
activity will help prepare
their thoughts for the essay
given to them at the end of
the week on (9/20). I will do
 a quick CFU after the
introduction to make sure
everyone is on my frequency
Instruction/ 30-40 I will lecture about Latin Students will listen and take
Application mins American revolutions and notes and be prepared to be
(Multiple depen periodically check for asked for understanding/share
means of ding understanding amongst the their views in class. Questions
representation) on class at each important are encouraged. Polite
pace transition. The information interruptions for help or for
will be broken down into more time to take notes are
clear units topically, such as also encouraged
the background, then the
Haitian Revolution, and then
the Mexican Revolution.
Additionally, the information
from each slide will be given
in a clear manner broken
down by Cause, course, and
outcomes. The most
important information is that
which connects this lesson to
those from weeks before and
those that are forthcoming.
The final part of instruction
before transition includes an
explanation of how this
information has led America
to exist as it does today
After instruction, guided
practice with analyzing
image (5 minutes)
What could this image
depict? Do we know what
each individual represents?
What does this image say
about the outcomes of the
Latin American revolutions?
Assessment, 15 I will ask the students to Students will then review their
closure, mins think, pair, share for one responses as a class and be
reflection general cause and one prepared to share. They will be
(Multiple general outcome from the asked to connect their
means of lecture. Students will then be responses with cause and
expression) randomly asked to share outcomes as they relate to
their responses with the other topics covered in the
class. If they failed to course
compose a response, I will
ask them to verbalize a
response
Section 3: Teacher Reflection (after the lesson)

Class / Lesson Outline

OBJECTIVE
All students will be able to: identify the main causes and outcomes
of some of the Latin American revolutions and connect them with
the Atlantic revolutions that preceded them, through short written
responses, by the end of the period.
Introduction (2-5 minutes)
Connection to previous topics: Enlightenment, Atlantic Revolutions, and
explain how this lecture is important for understanding the current situation
in Latin America
Relevance and importance. Street names, ethnic heritage, location
Thesis/Question: identify the effects of the Enlightenment on Latin America,
and how the resulting revolutions affected this region up to the modern day
Direct instruction (30-40 minutes)
First 10
Second 10
Third 10
SPECCO (social)(political) (economic), (Cause) (Course) (Outcome)
breakdown
CFUs on key points and transitions
Guided practice with analyzing image (5 minutes)
What could this image depict?
Do we know what each individual represents?
What does this image say about the outcomes of the Latin
American revolutions?
Think, pair, share activity (15 minutes)
Ask for one cause and one outcome, then pair and share
Check for importance and modern relevance